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APPEECEPTION; 



-OR- 



THE ESSENTIAL MENTAL OPERATION 



ACT OF LEARNING. 

AN ESSAY ON 

'A Pot of Green Feathers; 

/BY 

T, OrROOPER, Esq., M.A., H.M.L 




SYRACUSE, N. Y. : 

0. w. bardeen, publisher. 

1891. 



Copyright, 1891, by C. W. Babdken. 



L6l0t7 
.R7 



This work is published at the suggestion of W. T. 
Harris, LL.D., Commissioner of Education, who said 
of it at the recent Pedagogical Conference, at the 
Johns Hopkins University : 

''The idea of 'apperception' is the most important 
fruit thus far developed by the study of the psychology 
of pedagogics. R. H. Quick, the eminent English 
authority, refers in the highest terms to a short mono- 
graph on pedagogics which he has recently discovered, 
entitled A Pot of Green Feathers." 



PREFACE, 



As the title of this paper seems a little strange 
a few words are necessary to explain its mean- 
ing. Some years ago I was listening to an 
object lesson given to a class of very young 
children by a pupil teacher who chose for her 
subject a pot of beautiful fresh green ferns. She 
began by holding up the plant before the class 
and asking whether any child could say what it 
was. At first no child answered, but presently 
a little girl said, '^ It is a pot of green feathers." 
Thereupon the teacher turned to me and said, 
"Poor little thing! She knows no better." 

But I fell a thinking on the matter. Did the 
child really suppose that the ferns were feathers ? 
Or did she rather use the name of a familiar 
thing to describe what she knew to be different, 
and yet noticed to be in some respects like 7 

This train of thought led me to put together 
what I knew of perception, and the following is 
the result of my labors. The principal authority 
which I have closely followed is Dr. Karl Lange^s 

(5) 



6 Preface. 

" Apperzeption/' but I have derived much help 
from Herbart's ^'Psychology," Bernard Perezes 
^* First Three Years of Childhood," Romane's 
" Mental Evolution in Man," and the lectures of 
the late Professor T. H, Green. 



THE POT OF GEEEN FEATHERS. 



What do we know of the outer world ? Of 
that which is not self? Of objects ? How do we 
know anything of the outer world 7 We receive 
impressions from it ; a table feels hard, a book 
looks brown in color, oblong in shape, and we 
say it is thick or thin. Are we simply receivers 
of these impressions, — hard, brown, oblong ? Are 
our minds inactive in the process of getting to 
know these impressions 7 Or are they active ? 
Are lumps of the outside somehow forced in upon 
our minds entire, without corresponding action 
on the minds' part 7 

No ! our minds are not passive, the opposite 
is true. Through the senses the mind receives 
impressions, but these contributions from the 
senses would not be objects of knowledge, would 
not be interpreted, would not be recognized 
unless the mind itself worked upon them and 
assimilated them, converting the unknown stim- 
ulus from without into a sensation which we can 



8 The Miners Part in Perception . 

hold in our thoughts and compare with other 
sensations within us. The mind converts the 
unknown stimulus from without into the known 
sensation. The outer world then is no more 
wholly the outer world when you know it. In 
our knowledge of the outer world there is always 
something contributed by the mind itself. 

The truth that the mind adds to and changes 
the impressions which it receives through the 
senses is illustrated by the very different con- 
ceptions which exactly the same landscape gives 
rise to in different people. The geologist can tell 
you of the strata, the botanist of the vegetation, 
the landscape painter of the light and shade, the 
various coloring, and the grouping of the objects ; 
and yet, perhaps, no one of them notices exactly 
what the others notice. A plank of wood, again, 
seems a simple object, and able to tell one tale 
to all; but how much it tells to a joiner, concern- 
ing which it is dumb to a casual observer. 

Or again, visit as a grown man the school 
room or playground where you played as a child^ 
especially if you have not visited the scene in 
the interval. How changed all seems! The 
rooms that used to look so large have become 
dwarfed. The tremendous long throw which 



Comparison in Perception. 9 

you used to make with a ball from one end of 
the playground to the other, to what a narrow 
distance it has shrunk ! Yet the room and the 
ground are what they were. It is your mind 
that has changed. The change in your mind 
has brought about for you a change in the thing. 

Two people, then, or even oneself at different 
times of one's life may perceive the same object 
without obtaining the same perception. Yet if 
the external object stamped itself on the mind 
as a seal or die stamps itself on wax, if the mind 
were as passive as wax, how could one object 
give rise to such different impressions ? The 
difference must be due to the mind. 

Neither is it difficult to understand that this is 
so if we think what is the nature of the process 
by which the mind intercepts the impressions 
which it receives from outward objects. When 
the mind receives an impression it refers it to a 
previously received impression that happens to 
resemble it. Thus every new impression is in- 
terpreted by means of old ones, and consequently 
every new perception is affected, colored as it 
were, by the already acquired contents of the 
mind, and nothing can be known or recognized 
at all until reference and comparison have been 



10 Interpretation of Impressions. 

made to previous perception. My object to-day 
is to make this point, perception^ which I admit 
is not easy, as clear as I can make it. 

Perception of an object is not so simple a 
matter as at first it seems to be. '^ Oh," some 
one will say, '' simple enough! A dog runs by 
me: through my senses 1 receive sensations of 
the animal, and I know that I see a dog." But 
this is no perfect account, for suppose two strange 
animals, say, a Tasmania n Devil and an Orni- 
thorynch'iis come up the street together, my 
senses will make me aware of their presence, 
but if I have not learned anything about them 
previously, I shall not know, I do not say merely 
their names, but even their exact shape and 
distinguishing marks. I shall say, " What in the 
name of wonder are they ? " After a little look- 
ing at the strange pair I should probably say, 
'* One is a kind of bear and the other is a kind 
of duck — a funny bear and a funny duck." 

Observe how the process of interpretation of 
my impressions goes on. Looking at the Tas- 
manian Devil, my impressions divide themselves 
into two classes, one set of impressions resembling 
impressions of bears which I have previously 
received, while the other set finds nothing 



Two Elements in the Process of Knowing. 11 

already existing in the mind to which it can 
attach itself. A kind of fight goes on between 
new and old. In the end the points of resem- 
blance overpower the points of dissimilarity, and 
I judge the one animal (the T. D.), in spite of 
much unlikeness, to be a kind of bear, — in doing 
which I am wrong, as it is a kind of marsupial ; 
and in judging, by a similar process, the Ornith- 
orynchus to be a sort of bird, because of its bill, 
the mind equally makes a mistake, or, as we say, 
receives a wrong impression. 

There are then at least two parts in the pro- 
cess of knowing any object. First of all there is 
the excitation of our nerves, the nervous stimulus 
which makes us feel that we have a feeling, but 
does not explain what the feeling is ; and secondly 
there is the interpretation of the feeling by a 
mental action through which the undetermined 
and as yet unknown sensations or gifts of the 
senses are referred to known impressions and 
explained. 

It is about this act of mental assimilation of 
the impressions which we receive from external 
objects that I am treating to-day. I am not 
dealing with the question of the origin of our 
impressions or the physiological basis of them, 



12 WorMng of the Mind upon Impressions, 

but with the growth of knowledge in the under- 
standing by the working of the mind upon 
impressions. I think that modern psychologists 
have carried the analysis of this process suffi- 
ciently far for the results of their studies to be 
of practical value to teachers and parents. If 
we have to teach, is it not useful to know how 
the mind acquires knowledge ? 

Take an object and set it before a child — say 
a fern. If the child has never seen a fern before, 
he knows not what it is. Impressions of it, he 
receives, but he cannot interpret them adequate- 
ly. The botanist looks at the same fern and 
not only sees and knows that it is a fern but also 
what kind it is, how it is distinguished from 
other ferns, where it grows, how it may be cul- 
tivated, and all about it. The difference between 
the knowledge which the sight of the fern gives 
to the child and that which it gives to the 
botanist does not depend upon the fern, but 
upon the state of mind of the two observers. 
The mind adds infinitely more to the impression 
received when it is the botanist's mind which 
receives it, than when it is the comparatively 
empty and uninformed mind of the child. -^^ What 
you can know of an object depends upon what 
you already know both of it and of other things. 



Inter preta tion. 1 3 

Philosophers and poets like Kingsley^ Carlisle, 
Herder, Goethe, as well as educationists and 
psychologists, impress upon us this truth : " In 
regarding an object we can see only what we 
have been trained to see."^ 

Impressions, then, have to be interpreted 
before they are clear to us. What is the easiest 
case of our interpreting impressions 7 Perhaps 
some such as the following. I see a man a little 
way off and say to myself, '* Here comes my 
brother." I have so often recognized my brother 
that the whole process of recognition goes on in 
my mind without any check or hindrance. The 
existing mental conception of my brother mas-^ 
ters completely and promptly the fresh impres- 
sions which his present appearance makes upon 
me. The identification of the new and the old 
is uninterrupted, prompt, and immediate. The 
same speed and accuracy of interpretation is 
observable in his prompt and correct recognition 

*Carlise. — We can see only what we have been trained to see« 
Goethe. — We hear only what we know. 
Herder. — What we are not we can neither know nor feel. 
Rousseau. — We can neither know, nor touch, nor see, except 

as we have learned. 
In other words the present impression produces only such an 

effect on the mind as the past history of the mind renders 

possible. 



14 The Shook of New Impressions. 

by a good reader of the words and sentences in 
his book. 

Now take an opposite case, when it is hard 
instead of easy to interpret impressions. Sup- 
pose that we see something which is quite new 
to us. Suppose that the new impressions do not 
connect themselves with any previously assimi- 
lated impressions, and that try as we may to 
refer them to something known all is in vain. 
Then we feel puzzled ; a hindrance, or a check, or 
obstruction occurs in our minds. If the impres- 
sion be very strong it may cause us to ' lose our 
heads,' as we say, or it may even overwhelm us. 

It is narrated that one of the natives of the 
interior of Africa who was accompanying Liv- 
ingston to Europe no sooner found himself on 
the great Indian Ocean with nothing but heav- 
ing waters far and near in his view, than he 
became overpowered by the immense impres- 
sion which the new experience made upon his 
mind, and flung himself overboard into the 
waves, never to rise again. Similarly at the 
Paris Exhibition, every evening when the gun 
is fired at the Eiffel Tower for the last time at 
ten o'clock it is not unusual to see a sort of 
frenzy among the visitors. Under the already 



How they are Assimilated. 15 

strong impression produced by the electric illu- 
minations, the luminous fountains, and the varied 
magnificence of the great show, some people 
seem to be seized with a veritable panic. Cries 
of admiration escape from some, and of terror 
from others, followed by fainting, attacks of 
hysteria and prostration. 

Similar shocks occasionally prove fatal. Only 
in September last a little girl, four years old, 
was standing on the platform, near Sittingbourne, 
with her parents, who were on their way to Kent 
for the hop-picking season, when an express 
train dashed through the station. The little 
one was terror-stricken, and on the journey 
down screamed every time an engine came 
within sight or hearing. She dropped deai 
The doctor ascribed death to the shock. 

To assimilate then a wholly new impression 
is necessarily a task of some difficulty, but the 
results are luckily not always so sensational as 
those which I have just described, and the fol- 
lowing is an account of what more usually takes 
place. 

If the new impression is not of a nature to 
make us feel strongly, and if it is isolated and 
unconnected with any other knowledge present 



16 The Assi7nilation of Impressions, 

to our minds, it probably passes away quickly 
mid sinks into oblivion, just as a little child may 
take notice of a shooting star on a summer night, 
and after wondering for a moment thinks of it 
no more ; if, however, our feelings are excited, 
and if the object which gives the impression 
remains before us long enough to make the im- 
pression strong, then the impression becomes 
associated with the feelings and the will comes 
into play, in consequence of which we determine 
to remember the new impression, and to seek 
an explanation of it. With this object the 
mind searches its previous stock of ideas more 
particularly, comparing the new with the old, 
rejecting the totally unlike and retaining the 
like or most like, and in the end it overcomes 
the obstacle of assimilation and finds a place for 
the new along with the old mental stores, thereby 
enriching itself, consciously or unconsciously — 
unconsciously in earlier years, and consciously 
afterwards. 

As an instance, I will suppose a child who 
has seen only blue violets finds a white one. 
Of his impresFions of the white flower, some 
are new and some are old. The greater part 
are old and lead him to infer that he sees a 
violet, but the impression of whiteness is new 



Contest with former Imj>re8sions. 17 

and leads him to say, " This is not a violet." 
Let us represent the characteristics by which he 
recognizes a blue violet by the letters A B C D, 
the D standing for the color blue and A B C for 
all the rest of the flower. When now he finds a 
white violet he again notes A B C as before, but 
instead of D, the color blue, he receives the im- 
pression E, the color white. Had the color been 
the same, the impression of the flower would 
have coincided with previous impressions of 
violets, but the difierence between D and E 
causes an obstruction or hindrance to this infer- 
ence. The mind is not at ease with itself; the 
agreement of new and old only reaches a certain 
way. The old mental image and the newly 
acquired one don*t exactly tally. 

What happens? In the two mental images 
now present and side by side in the mind, the 
new and the old (the new being more vivid, the 
old being more firmly established), the like ele- 
ments, namely ABC, strengthen each other 
and unite to make a clear image, while the 
unlike elements D and E, the blue and the 
white, obstruct each other, become dim and at 
last obscured. The like elements in the end 
overcome the obstruction caused by the unlike 
and beat them out of the field of mental vision, 



18 Points of Connection Discovered. 

so that the two partly resembling impressions 
become blended or fused, as by mental smelting, 
into one. The two are recognized as one by the 
mind. The old appropriates or assimilates the 
new. The child finds an old ^a:?pression for 
the new /mpression, and says to itself, ^' There 
is a violet." 

Of course an impression need not belong to 
only one previously acquired impression or group 
of impressions; it may be connected with other 
groups. In this case it will be recalled to con- 
sciousness on more frequent occasions than if it 
belonged to one other mental state only. Hence 
a new impression, if you give it time^ may find 
for itself many more points of attachment with 
previous impressions and ideas than it found just 
at first. 

For instance, I may visit Amiens Cathedral. 
Presently when I have admired the building I 
recall to mind various historic events that took 
place at the capital of Picardy. I remember 
that Julius Caesar started thence to conquer 
Britain, that Peter the Hermit was born there, 
and that not far off Edward III. won the battle 
of Crecy, and that its name often comes up in 
the long hundred years war. I think of the 



The Studies of Children should be Simplified. 19 

Peace of Amiens in 1802, the visit of Buonaparte 
to Amiens when he prepared to invade England, 
lastly of the German army in 1870. One im- 
pression calls up another^ and the whole mass 
together strengthen and confirm and amplify the 
original impression. Isolated, these separate 
events are of less interest than when grouped 
together with my actual inspection of the ancient 
building. 

A wise man, therefore (if I may draw a pass- 
ing moral), does not, if he can help it, decide or 
act in a hurry, under the influence of new im- 
pressions, but he will give them time to find 
points of connections with old impressions. 
What may to-day seem irreconcilable with truth, 
or honor, or happiness, may prove when time 
has been allowed for assimilation inconsistent 
neither with sincerity, nor good name, nor good 
fortune. 

Educationists, like Mr. Arnold, also, will con- 
tinue to implore the public to simplify the studies 
of children, being convinced that unless the 
mind has leisure to work by itself on the stuff or 
matter which is prescribed to it by the teacher, 
the thinking faculty on which all progress depends 
will be paralyzed and dead knowledge will be a 



20 The Effect of Cram. 

substitute for living. The mind will have no 
power of expanding from within, for it will 
become a passive recipient of knowledge, only 
able to discharge again what has been stuffed 
into it, and quite powerless to make fresh com- 
binations and discoveries. Cram is the rapid 
acquisition of a great deal of knowledge. Learn- 
ing so acquired, though useful for a barrister, has 
less educational value than the public believe, for 
it does not promote but rather tends to destroy 
the active and constructive powers of the mind. 

When the mind has much difficulty to over- 
come in assimilating a new impression, and hence 
has to spend time in so doing, it is benefitted by 
the process ; for in the first place the necessity 
of care, caution, accurate observation, and much 
rummaging (if I may venture on the expression) 
among the ideas of the mind tends to sharpen 
the senses, the sight^ the touch, the hearing, and 
the rest, by making them sensitive to fine shades 
which might otherwise escape us, and in the 
second to amplify and enlarge meagre impres- 
sions. 

The eye, by itself, for example, only reveals 
to us surfaces. How then do we seem to see 
solid bodies ? A baby stretches out its hand for 



When the Mind is Benefitted. 21 

the moon : how is it that what seems so near to 
him looks so far off from us ] Because in our 
case the impressions conveyed by the eye are sup- 
plemented by the impressions received through 
the touch, and the two distinct sets of impress- 
sions combined together in the mind furnish us 
with the conception of a third dimension, besides 
length and breadth — viz., depth. The child 
who has not yet got so far as to have sufficiently 
often united the impressions derived from look- 
ing with those derived from touching and mov- 
ing, cannot rightly interpret the impressions 
which he receives. The moon seems quite close 
to him. 

Impressions on the other hand which pass 
easily into their place in the mind do not always 
tend to clearness of ideas. People may look at 
an object hundreds of times for a special purpose 
and beyond serving that purpose get no per- 
manent impressions at all. Many people who 
look at a clock or watch many times a day can- 
not at once, when asked, draw from memory a 
dial with the hours correctly placed upon it. 

The process of assimilation may even mislead 
just as familiarity with an object may hinder 
accurate observation. Goethe says there is a 



22 Errors of Mind, not of Sense. 

moment in his life when a young man can see 
no blemish in the lady he loves, and no fault in 
the author he admires. A man in love may 
think that his Angelina sings divinely sweet, 
though her voice is like a crow's. lie interprets 
the impressions which he receives according to 
previously formed impressions. 

. This leads us to see that it is not right to say, 
as we sometimes do say, " My senses play me 
false." The senses do not lie. The ear does 
not in the instance in question convey sweet 
sounds. The sense of hearing does not judge at 
all. The ear conveys the sound truly enough. 
The judgment concerning the sound is made in 
the mind of the listener. The judgment it is 
which is falsified by prejudice, the lover being 
naturally prepossessed in favor of his mistress. 

So the wanderer in the grave yard by night 
in the uncertain light of the misty moon judges 
a tall grave-stone to be a ' sheeted ghost.' His 
eye is not at fault. His judgment is. He re- 
ceives the impression from the object truly, but 
he refers his impression to the wrong group or 
store of previous knowledge. He should refer 
it to optical phenomena, diffraction of light and 
the rest. He actually does think of pictures and 



Previous Imjpressions Enlarged hy Assimilation. 23 

stories of vague appearances of human shapes 
without human substance and all the supersti- 
tious imaginings of poor frail human nature. 
His senses are not under control of his reason. 

We have seen then how each impression that 
we receive from external objects is consciously 
or unconsciously interpreted and made known 
to us by a kind of internal classification through 
which its resemblance connects it. We have 
now to see that in this process of interpretation 
of a new impression by that which is old, the 
previously existing mass of knowledge which 
interprets the new is itself modified and made 
clearer. 

Suppose a child lives in the flat of the fen 
near Cambridge, and that by going to the Gog- 
magog Hills he learns to form an idea of what 
a hill is, Then suppose him to be transported 
to Birmingham, where he goes out to the 
Lickey Hills. These he will recognize as hills 
by aid of the previous conception of a hill 
which he has formed in his mind, but at the 
same time he enlarges his ideas of a hill, 
and if he travels further west and climbs the 
Malvern Hills and the Welsh Hills he will 
still further amplify his conception. Now let 



24 When Learning a Name is Instructive. 

him study the elements of geology and physical 
geography, and learn to trace the connection 
between the shape of hills and the rock or soil 
composing them, together with the action of wind 
and water, heat and frost, and the word hills will 
still have y^i an extended meaning. 

Every time you refer an object to a class, as 
when you say, '' Yonder mass — it may be Ingle- 
boroagh — is a hill," you not only explain the 
thing about which you are talking (Ingleboro'), 
but you also add to your idea of the dans to 
which you refer it (hill). The new thing is ex- 
plained by old or already existing ideas, but for 
the service which the old does the new in thus 
interpreting it, the old idea receives payment 
or recompense in being made itself more clear. 

Suppose you have a dozen pictures : apes, bears, 
foxes, lions, tigers, etc. Then every time you 
show one of these to a child, and the child learns 
to say "That tiger is an animaV "That lion is 
an animal," he not only learns something about 
the tiger, the lion, and the rest, but also extends 
his conception of what an animal is. Hence we 
can see when it is that learning a name is instruc- 
tive : it is when the name is a record of some- 
thing actually witnessed. If, however, you tell 



Effect of Assimilation on Mental Images. 25 

a child who does not know what a ship is, or 
what wind is, or what the sea is, that a sail is 
the canvas on which the wind blows to move 
the ship across the sea, the names are only 
names and do not add to his knowledge of objects. 

So far we have chiefly considered the case 
where impressions from the outside world or 
from outward objects are being interpreted by 
the mind, as the case of violets, the pot of ferns, 
and the like ; but a similar process goes on 
wholly in the mind between ideas which exist 
there after external objects have been removed. 
Consider how weak fugitive impressions may be 
strengthened and held fast by this process. 
Alongside the feeble, and therefore fugitive, im- 
pression arises a mass of previously acquired and 
nearly connected impressions and ideas, dominat- 
ing the former, and by means of connections with 
other stores of knowledge setting up a movement 
in the mind which lights up the obscure impres- 
sion, defines it and fixes it in the mind ineradi- 
cably. 

For example; I find a little white flower on 
the top of Great Whernside, liuhus GlimncB' 
moms. I might notice it for a moment and 
pass on oblivious. Suppose, however, that it 



26 Psychological Association. 

occurs to me next day to think of the so-called 
zones of vegetation, and how the Pennine Hills 
were covered with the ice sheet as Greenland 
now is, and how England then had an arctic flora, 
and how it may be that this flower, which in 
England only grows 2,000 feet above the sea, 
being killed by the warmth of lower levels, may 
perhaps be a botanical relic of that surprising 
geological epoch: and then what interest at- 
taches to that flower. Why the very spot on 
which it stands seems stamped in the mind in- 
delibly. 

Nothing new then can be a subject of knowl- 
edge until it is associated not merely mechani- 
cally (as a passing breeze with the story which 
I read under a tree) but by a psychological pro- 
cess with something in the mind which is already 
stored up there, the new seeking among the old 
for something resembling itself, and not allow- 
ing the mind peace until such has been found, 
or until the new impression has passed out of 
consciousness. 

This process of interpreting impressions and 
ideas by reference to previous impressions and 
ideas must not be confounded with the reference 
of such interpreted impressions to self When 



Self 'Consciousness in Recognition. 27 

you refer this process to self, when you recog- 
nize your self as going through the process, and 
as being the subject of the assimilating process, 
this is self-observation. You may have this 
self-consciousness either along with the inter- 
preting process, or after it, or not at all. Dogs, 
parrots, and many animals, clearly interpret im- 
pressions and objects as one of a class, as a kitten 
did which, after eating a piece of raw" meat, 
afterwards chewed a ball of red blotting paper, 
inferring it to be meat from its color; but they 
do not do this with recognition of self as the 
subject of the process. Children do not appear 
to be conscious in their thoughts and actions 
much before they are three years old, and their 
minds seem at first much to resemble the minds 
of animals. 

We may now further apply this principle of 
the growth of the mind to practical work in the 
class room. 

When something new presents itself to us, it 
does not as a rule, except when it affects the 
emotions in some way, arrest our attention, 
unless it is connected with something already 
known by us. 

A young child visited the British Museum, 
and was next day asked what he had noticed. 



2,8 The Art of Connecting Facts Together. 

He remarked upon the enormous size of the 
door mats. Most other impressions were fugitive^ 
being isolated in his mind. The mats he knew 
about, because he compared them with the door 
mat at home. Among all the birds, the only 
one he remembered was the hen, and passing by 
the bears and tigers with indifference he was 
pleased to recognize a stuffed specimen of the 
domestic cat. The child only remembered what 
he was already familiar with, for the many im- 
pressions from other objects neutralized each 
other and passed into oblivion. 

One great art in teaching is the art of finding 
links and connections between isolated facts, and 
of making the child see that what seems quite 
new is an extension of what is already in his 
mind. Few people would long remember the 
name and date of a single Chinese king picked 
by chance from a list extending back thousands 
of years. Facts of English history are not much 
easier to remember than this for children who 
are not gifted with strong mechanical memories. 
Hence the value of presenting names, dates, and 
events, in connection with external memorials, 
such as monuments, buildings, battlefields, or 
with poems and current events, and the like. 
Story, object, and poem, illustrate and strengthen 



The Young Child's First Task. 29 

each other. It ought not to be hard to teach 
English history in the town of York, where there 
is a continuous series of objects illustrating the 
course of affairs from pre-historic times to the 
present date. Our object in teaching should be 
to present facts in organic relation to each other, 
instead of getting them learnt by heart as a list 
of disconnected names. 

If, then, all the growth of the mind takes 
place from earliest to latest years through the 
apprehension of new knowledge by old, then the 
jBrst business of the young child in the world is 
to learn to interpret lightly the impressions that 
he receives from objects. To receive and master 
the gifts of his senses is his first duty. 

But this task cannot in the early stages be 
fulfilled in a strictly systematic way. You can- 
not present all the world piecemeal to the child, 
object after object, in strictly logical order. One 
educationist objected to little children visiting a 
wood or forrest because the different sorts of 
trees were all jumbled together instead of being 
scientifically classed and arranged as they would 
be in a botanical garden. The child, however, 
must take the world as he finds it. Impressions 
come crowding in upon him in such numbers 



30 The Isolation of Perceptions. 

that he has no time at first for paying minute 
attention to any one. In truth so massed and 
grouped are his impressions, that one may al- 
most say that the outer world presents itself to 
him as a whole — of course an obscm^e, unaiialysed 
whole, — and that it is a matter of difficulty to 
isolate one perception clearly from its concomi- 
tant perceptions. 

The whole must be analysed into parts bit by 
bit. Out of the mass of obscure and ill-defined 
impressions, educationists should study which 
are they which stand out and arrest attention 
most readily, and in what order they do this. 
We do not find that those impressions are most 
striking which are logically the most important, 
but rather those to which the practical needs of 
daily life give prominence — food; clothing, par- 
ents, brothers, sisters, other children and their 
experiences. Such are the things that children 
are most taken up with. But each impression 
once grasped is the basis or starting point for 
understanding another, and thus the manifold 
variety of objects is simplified and brought within 
the compass of memory by a sort of unconscious 
reasoning. 

A child, for instance, who kept a chicken, but 
never saw cbicken at table, being limited in its 



Connection hy General Resemhlances. 31 

meat-diet to beef, when at last the chicken came 
to table roasted, called it " hen beef," clearly in- 
terpreting by an elementary process of reasoning 
the new by the old. Take a child to a wild-beast 
ehow and observe how he names the animals by 
aid of a very general resemblance to those he 
may previously know. The elephant is a donkey 
because he has four legs ; the otter is a fish ; 
and so on. These comparisons are not jests, nor 
even mere play of fancy, but the result of an 
eflfort of an inexperienced mind to assimilate 
new impressions. The child is only following 
the mental process which we all have to follow 
in becoming masters of our impressions and ex- 
tending our knowledge. Clearly the limited 
stock of ideas of the child renders it easier for 
him to make mistakes than for us to do so, but 
in some matters it is well to remember that we 
are no further advanced than children, and con* 
Bequently often behave as such. 

A little French child, a year old, who had 
travelled much, named an engine Fafer (its way 
,of saying Ghemin de fer)\ afterwards it named 
steamboat, coffee-pot and spirit lamp, anything 
in short that hissed and smoked, *' fafer" — the 
obvious points of resemblance spontaneously fus- 



32 Things tnusi have Names ^ 

ing together in the child's mind and becoming 
classified not quite incorrectly. Another child 
who learnt to call a star by its right name applied 
star as a name to candle, gas, and other bright 
objects, clearly interpreting the new by the old, 
by use of an unconscious elementary classification 
or reasoning. 

Thus we see the value and helpfulness of lan- 
guage, in the process of acquiring and interpret- 
ing impressions. Having once separated out 
from the indistinct masses of impressions borne 
in upon him from the outside w^orld some one 
distinct impression, and having marked that im- 
pression with a name, the child is thenceforth 
readily able to recognize the same impression, in 
this instance that of brightness, when mixed up 
with quite other masses of impressions, and to 
fix its attention on that one alone. 

Thus the word helps the mind to grow and 
expand. The use of the word is real help to the 
knowledge of things. The name when learnt in 
connection with the observation and handling 
of an object is not merely a name, a barren 
symbol for nothing signified, but is a means for 
acquiring fresh knowledge as occasion serves. 
A name thus learnt (/. <?., in presence of the 



hut Names must suggest the Things. 33 

object) when applied by the learner to a ne\r 
impression exactly resembling the former is 
really an expression of and an addition to the 
mental stores. It is then as the filling in of a 
Bketch or as the further completion of an un- 
finished circle. 

How different is such naming from learning 
by heart of names of objects \s ithout handling 
the things signified. How often have text-bonks 
of science^ geography, and history been prescribed 
to be got up for examination, and how often 
have the results been disappointing. The stu- 
dent thus taught sees only the difference of a 
letter in the alphabet between CarboNic Acid 
and CarboLic Acid, JacobiN and JacobixE, and a 
mere transposition of a figure in expressing an 
incline as 8 inches in 1 mile, instead of 1 inch 
in 8 miles. The words call up no mental image. 
The figure 8 is a symbol only, as it does not call 
up the image of 8 things. 

A name given in the presence of the object 
serves afterwards to recall the image or picture 
of that object, and it does this the more perfect- 
ly, the more accurately the object is studied in 
the first instance. Children for want of language 
signify many of their impressions by gestures 



34r Expression hy Gesture, 

before they can describe them in words; and 
gesture language, especially if encouraged, pre- 
cedes spoken language, besides accompanying it. 
Children are imitative ; they love to act over 
again what they have seen, especially when 
much impressed, as in George Elliott's pathetic 
description of the baby -boy attending his mother's 
funeral in puzzled wonder, and thinking how 
*' he would play at this with his sister when he 
got home." With children, this '^acting," or 
*' playing at being," more resembles talking over, 
giving expression to and describing what has 
been seen, noted, and assimilated, than aimless 
exercise of the muscles and the intelligence. 

How profoundly right, therefore, Froebel was 
in making so much of action-songs in his Kinder- 
garten, and how excellent his games are, in 
which every action of the child corresponds to 
some observed impressions with which the child 
is familiar. Froebel's actions correspond to 
realities, and are not mere physical movements. 
They are forms of expression of things. They 
correspond to facts, and advance the observation 
and knowledge of things which ought to be 
familiar to everyone, such as sowing, reaping. 

Now to go back to my pot of ferns. The 
child sees ferns for the first time, and cannot 



When Mistakes should he Encouraged. 35 

tell what they are. He receives impressions 
which are new, and these seek interpretation in 
the manner which I have described. They 
hunt about in the mind for similar impressions 
previously received; at last the impression of 
the fern attaches itself to the impression of 
feathers ; the crisp curl of the frond and its deli- 
cate branches much resemble feathers ; it is true 
there is a hindrance to the judgment ; the fern 
is not quite like the feather; some points are 
like and some are not; in the end, however, 
those which are alike overpower those which are 
unlike, and the child says, " These ar e feathers." 

The child has not got false impressions : he 
interprets wrongly ; further study, fresh obser- 
vation and comparison, will soon rectify the 
error. 'Hence the need of taking careful note 
of children's mistakes, distinguishing between 
thoughtless answers and those which although 
very wrong, arise from mental effort misdirected. 
Careless answers should be checked, but well- 
meant thought, even if unsuccessful, should be 
encouraged. Therefore an answer like that of 
the green feathers should be dealt with in the 
way of praise rather than of censure. 

Sometimes it is not merely an object that is 
incorrectly interpreted, and subsequently better 



36 Temporary Disturbance hy New Ideas. 

understood. It occasionally happens to us that 
a whole group of thoughts is thus modified by 
the acquisition of some new knowledge, and in- 
stead of the new merely forming an addition to 
the old it wholly changes it. Such was the 
result of the teaching of Copernicus and Galileo, 
and in our own day of Darwin. The discoveries 
of these men caused such wide reaching altera- 
tion of preconceived ideas that the new knowl- 
edge was at first received with discomfort and 
mental uneasiness, which caused the discoverer 
to be looked upon with suspicion^ regarded as an 
enemy, and persecuted. When in the case of 
an individual, some new conception changes the 
character in this way by some powerful influence, 
as in the case of St. Paul, we call it a conversion. 

Well, then, it may be said, in these cases your 
position is given up. The new should be re- 
garded as the means by which the old is known, 
instead of the old as interpreting the new. But 
this is not the case ; for however overpowering 
the new conception may be for a time yet in the 
end the whole store of knowledge in the mind 
proves too strong for it, overpowers it, and finds 
some place for it, after which the mind is at 
peace with itself, and appears to have been en- 



Correction of Children'' s Interpretations, 37 

larged and not diminished or divided by the 
fresh experience, however strange and unusual 
it mav have been. 

I have shown, then, that when the child called 
a pot of ferns a pot of green feathers he was by 
no means using a name without attaching any 
meaning to it, and that he should have been 
encouraged for a praiseworthy eftbrt to explain 
what he saw. 

It is, however, the business of parents and 
teacher to help the child to learn exactly what 
it is that he names. A child, for instance, saw 
a duck on the water, and was taught to call it 
^' Quack." But the child included in this name 
the water as well as the duck and then applied 
it to all birds on the one hand and all liquids on 
the other, calling a French coin with the eagle 
on it a ''Quack," and' also a bottle of French 
wine '-'■ Quack." Such a mistake in naming is to 
be guarded against as obviously tending to con- 
fusion of thought. The poet Schiller as a child 
lived by the Necker, and called all rivers which 
he saw '' Necker." Such an error is less serious 
as it is easily put right. If the child notes its 
impressions and refers them intelligently to pre- 
vious impressions as best it can, then it is not 
important if he is not quite correct about names. 



38 Class-Names should come first. 

We — teachers and parents — may take a hint 
from this, and be more ready to give class-names 
to begin with, leaving details to come later. 
Teach the child in front of a picture of a herring, 
or better, pictures of herring, sole, and pike, 
" That is a fish '' first of all, and only afterwards 
*^ That fish is a herring." For teaching general 
names, such as bird, beast, fish, and reptile, in 
presence of pictures of eagle, cow, herring, and 
adder, has a two-fold use. The class-name (fish, 
beast, &c.) thus given (1) directs the child's at- 
tention to a few points among many, and those 
easy to grasp, and hence is a guide toihe child's 
mental powers, which are apt to be overwhelmed 
by the number of individual impressions of things, 
all disconnected and isolated, much in the same 
way as in an intricate country full of cross roads 
your way is made easy if you are told to ignore 
all other tracks and follow the road bordered by 
telegraph pofts ; and (2) it enables the child to 
understand the usual conversation of its elders 
and the words and language in books. 

Grown-up people use general terms in daily 
conversation which children only slowly acquire 
without help from teachers. Many of these 
simpler class names are easily taught and are a 



Quicker hut less Certain Inter jpretation. 39* 

pleasure to the children to learn, for they answer 
to the natural early stages of elementary reason- 
ing. Country children often have a small vocab- 
ulary of general terms compared with town 
children, and less understand the language of 
books ; but on the other hand from exercising 
their senses on objects and being brought into 
close contact with out-of-door work they often 
have a greater real power of observing and inter- 
preting things outside themselves and greater 
originality in this respect than town children who 
are sharper in talk and society. However, both 
kinds, the knowledge of language and the mastery 
of objects, should be taught together, for both are 
indispensable in life. 

Young children are perhaps quicker than older 
people to note superficial resemblance of things. 
Because, no doubt, they have fewer old impres- 
sions stored in the mind wherewith to compare 
new impressions, and comparison among a few 
things is more rapidly and expeditiously made. 
They have to pay for this advantage, however, 
because they are liable to misinterpret impres- 
sions — to call a pot of ferns a pot of feathers, to 
refer impressions to the wrong group in their 
mind, groups with which they are accidently 
and not logically connected. 



iO The Use of Fairy Stories. 

What is more, objects are not so clearly dis- 
tinguished — set over against each other — with 
children as with grown people. Children hardly 
distinguish themselves into soul and body. They 
know of their undivided personality ~ body, mind, 
and soul — that it moves^ feels happy, sad, hungry, 
&c., and they attribute the same feelings to all 
other things. Birds, beasts, and inanimate ob- 
jects are like affected as themselves. ^' Jack the 
dog is thirsty," " Poll is angry," "Kitty is sleepy," 
" The stars blink," " The engine goes to bed," 
''The knife is naughty to cut me." They do 
not distinguish between figures of speech or 
metaphors and realities. Their minds move in a 
region of twilight in which the real and unreal, 
the true additions to knowledge, the actual gifts 
of the senses are confused and blurred and 
altered by the additions which the mind itself 
makes to them, and they cannot separate the 
one from the other. 

To this stage of mental progress how appro- 
priate are fables, allegories, fairy stories, parables, 
and the like. If anyone thinks that it would be 
better if the child's mind could move only in 
the sphere of the exact I would reply, (1) that 
this does not seem to be nature's process; (2) 



Function of the Imagination, 41 

that looking to the mode of growth of the mind 
it does not seem even possible ; and (3) that if 
you try to keep the child's mind to exactness 
you may clip and pluck the wings of imagination. 

Now without imagination there is little ad- 
vance in knowledge, little discovery in the sphere 
of science ; and in the sphere of morality, with- 
out some imagination you are quite unable to 
put yourself in the place of another, which is 
the basis of sj inpathy and mental support, and 
the foundation of the social fabric. The mere 
sight of a neighbor's joy or sorrow does not 
awaken sympathy. 

Three little children were thrown out of a 
train in an accident, and one was frightfully 
mangled to death, but the other two, who were 
unhurt, and could not realize what had happened, 
stooped down and went on plucking dasies with 
unconcern. In the case of young children you 
can hardly go too far in the way of associating 
new learning with personal feeling, even at the 
expense of exactness; and the infant-school 
teacher who, in a lesson on the Sun, instead of 
dwelling on its roundness, brightness, and heat, 
began by calling it a lamp in the sky, lighted in 
the morning and put out at night ; lighted for 



42 The Teacher's Art 

men to go about their work, and put out for them 
to go to sleep, showed a true knowledge of the 
key that opens the door into the child's mind. 

This information is not exact, but inasmuch 
as it is based en what children understand and 
like to hear about, it finds a ready entrance into 
thoir minds. But it is clear that what is to the 
child its natural mode of expression is arrived 
at by the teacher only through imagination, and 
hence arises the teacher's difficulty. It is a useful 
hint to study the children's own lead and follow 
it. School necessarily limits the child's life. 
You cannot bring all creation into the four walls 
of the class-room. But what you lose in extent 
you gain in depth : you lose variety, you gain in 
concentration. Before school-time^ all things 
engage the child's attention in turns, and nothing 
long. At school he has to attend to a few things^ 
and to keep his attention fixed upon them for 
short periods at first, but for increasingly longer 
ones. It is a matter of practice and experience 
to find out what things most readily arrest at- 
tention, and in what way information can best 
be conveyed so as to arrest attention, and it is 
in these matters that the skill of the teacher 
comes in. 



Difficulties in Teaching Ilistory. 43 

I am not sure that if the teacher's art is to 
be summed up briefly it may not be described as 
the art of developing the power of fixing atten- 
tion. 

For instance, when we present a picture or 
even an object to a child, neither object nor 
(still less) picture explains itself. The object 
needs to be pointed out piece-meal, and all its 
parts called attention to separately ; for the child 
only sees it as a whole about which it can say 
but little and soon tires of. The picture but 
very partially represents the objects which the 
artist depicts, much being suggested and left to 
the imagination of the beholder. Even when 
we say we actually see an object we forget how 
much of what we think we see is really infer- 
ence from some small part of what we see^ and 
nothing is more deceptive than merely ocular 
evidence. Thus pictures of things which the 
children have seen are much better, and the 
former should serve as a preparation for the 
latter. 

But even pictures will only go a certain way 
in making known to us things past and things 
remote, facts of history and geography. The 
greater part of advanced instruction must be 



44r The Ilunian Part of the Narative, 

conveyed by words. Is it an historical scene we 
are treating of? The child and many grown 
people interpret all by their own experience ; 
towns and houses in history resemble in his 
mind those with which he is familiar ; men and 
women move about in the dresses of his near 
neighbors ; their aspect and language are in his 
mind the same as those of his people with whom 
he daily converses. Such inaccuracies may be 
partly conceived. Hence Goethe says " The 
past is a book with seven seals." 
^^ The best plan is to read the past with one 
eye on the present. Look at the pictures of the 
Holy Family as drawn by Italian and Dutch 
painters. The chief fact which they intend to 
depict is not obscured but made clearer by the 
painter having made the homely surroundings 
French and Italian rather than original. In 
History and Geography, in order to help the 
child to understand old times and realize what 
distant lands are, we must store his mind with 
conceptions based upon frequent observations of 
present time and of his own home and its sur- 
roundings. 

How far such observations may carry the 
student in interpreting the unseen, is proved by 
the beauty and correctness of the descriptions of 



Advanced Stage of Knowledge. 45 

Alpine Countries which were written by Schil- 
ler before he had seen the Alps. In history the 
most human part of the narrative takes the 
firmest hold of the mind, and the story of King 
Alfred and the Cakes, though not a very noble 
historical anecdote, serves at least to fix the 
name of the king in the child's mind, who would 
not so easily remember the peace of Wedmore. 
Eating he knows more about than making 
treaties. 

We may now trace the process of acquiring 
knowledge in its more advanced stage. The 
child has now learnt that a pot of ferns is not a 
pot of feathers. Perhaps, however, he has only 
seen one kind of fern — say a Lady Fern. After 
a few weeks he may see another — perhaps a 
Maiden Hair. The points of resemblance be- 
tween the two make him say " That is a fern " : 
the points of difference hinder the process of 
assimilation and make him doubt ; in the end the 
mass of old impressions resembling each other 
overpower impressions which differ, and he says 
*' This is a fern," and in so doing he enlarges 
his conception of what a fern is. 

Let us now suppose that he comes across a 
good teacher who shows him many kinds of 
ferns, and points out the difference between ferns 



46 Scientific Distinctions. 

and floweriDg plants and mosses. Every fresh 
distinction, every observation of a new fern helps 
to modify his previous knowledge. Old and 
new impressions react on each other. 

But now mark how essentially the same and 
yet how different are the two mental states, the 
earlier one, namely, when the child, I would say 
the child's mind, recognizes of its own accord the 
second plant as a fern by means of its previous 
acquaintance with another fern, judging from a 
more or less superficial resemblance ; and the 
latter state of mind when he has learnt all the 
scientific distinctions by which a fern is classified 
in a different class from flowering plants and 
mosses. We have now passed from Infant School 
learning to the instruction which is appropriate 
to the Upper School and the advanced classes. 
The child has outgrown a state in which the mind 
reasons unconsciously, and has arrived at a state 
in which reasoning is conscious ; he has left be- 
hind a condition or stage of development in which 
he was at the mercy of his impressions, and has 
progressed to a state of mind in which he can 
compare, check, and control his impressions. He 
has passed from a state in which he unconsciously 
accepted what was present to his mind, to a state 
in which he can infer, judge and criticise. 



Imagination vs. Insanity, 47 

The pot of ferns is now seen to have more 
points in which it is unlike feathers than points 
in which it resembles them. Of the many im- 
pressions derived from looking at the pot of ferns, 
the feather-like impression which at first stands 
out from the rest and forces itself on the mind, 
to the exclusion of the other impressions which 
would, if attended to, modify the judgment, is 
now by means of conscious reasoning brought 
under proper control, and put in a subordinate 
position. What appeared to be a fact is now 
seen to be a fancy, and after all a fancy which 
expresses some element of truth — viz., the re- 
semblance between ferns and feathers. 

These considerations, perhaps, throw some 
light upon Dr. Allbutt's warning to parents about 
the dreams and illusions of children. The fancies 
of childhood, he thinks, are sometimes the ante- 
chamber of insanity in adults. I do not think 
he intended to knock on the head many poetic 
and popular conceptions about children's pretty 
fancies, as was stated in some evening review 
of his remarks.* It is clear, however, that the 

*Childhood'8 Dreams : Imagination or Insanity ? 
In the course of the meeting of the Medico-Psychological Asso- 
ciation held at York last night, Dr. Clifford Allbutt (of Leeds) 
read a paper on the "Insanity of Children," which, if its state- 
ments be weU-founded, knocks on the head many poetic and pop- 



48 Imaginatio7i vs. Insanity. 

crude method of assimilating knowledge, which 
is natural and apparently inevitable in a child, 
ought hy degrees to yield to more accurate con- 
ceptions under the influence of wise instructions. 

ular conceptions. Wordsworth speaks of a child's ideas being a 
reminiscence of "the fairy palace whence he comes." Dr. All- 
butt sees in them only a step towards the insane asylum. Most 
people regard it as a healthy sign if the children have pretty 
fancies, and those are thought to be happiest who keep their 
illusions longest. But Dr. AUbutt would reverse this judgment. 
The fairy dreams of childhood are only the result of defective 
organization, and healthy growth consists in their evaporation. 
Here are some of the chief passages of Dr. Allbutt's paper: — The 
imagination of children was the vestibule of the insanity of adults ; 
in children they saw in simple primary forms that with which 
they were familiar in the more complex and derivative forms of 
insanity in adults. If a man lived in a vain show, far more so 
did the child ; if a man's mind was but a phantom in relation to 
the world, so fantastic was the child's mind in relation to that of 
the man. Fantastic- that was the key to the childish mind. In 
him was no dofioite boundary between the real and the unreal. 
Day-dreams which in an adult would be absurd, were to a child 
the only realities. As the child grew older, and the sense-impres- 
sions organized themselves more definitely and submitted to 
comparison, phantasy became make-believe, and the child slipped 
backwards and forwards between unconscious, semi-conscious, 
and conscious self-deception. Pretty were the fancies of a child, 
yet the healthy growth of the child consisted in their evaporation. 
But if the growth of the mind were something other than healthy, 
then these fancies kept their empire ; they did not attenuate, and 
the child did not put off its visions. They were not likely to 
forget that the persistence of insanity in children might prevent 
the due advance of the organization of the results of im- 
pressions, and might ultimately, as the adolesence approached, 
leave the sufferer in a state of more or less imbecility.— PaWifa^/ 
Oazette. 



Conscious vs. Unconscious Confusion. 49 

It is one thing to confuse ideas unconsciously ; 
it is another thing to do so consciously. The 
child makes an unconscious mistake in calling 
ferns feathers, but if this confusion is cherished 
by the child after he well knows the real dis- 
tinction between the two, and if he acquires or 
cultivates a habit of mind in which reality is 
made to give way to make-believe and pretence, 
the child may lose control over its judgment and 
become in the end imbecile. The best antidote 
to foolish imaginings appears to me to be the 
time-honored fables of ^sop, tlie sacred parables 
and allegories, and the best modern fancies for 
children, like those of Andersen or Ruskin. Fan- 
tastic the child will be; it is our business to 
make his fancy healthy. 

The object then, of learning in education is 
not only to make the mind fuller and to enrich 
the understanding, but if the instruction be of 
the right kind the additional knowledge ought 
to make the old knowledge more exact and bet- 
ter defined. The method of acquiring the ex- 
tended knowledge, also, ought to have even more 
far-reaching results than the information itself. 
Accustomed to right methods of study the child 
will learn to be cautious in dealing with fresh 



60 The Limitations of Knowledge. 

impressions; to feel the pleasure of receiving 
new impressions and the need of care in refer- 
ring them to their proper class ; to realise the 
danger to which everyone is liable of forming 
hasty judgments, and to weigh evidence for and 
against a provisional judgment. 

In short, study ought at least to make the 
student acquainted with the limits of knowledge 
in general, and the limitations oihis knowledge 
in particular. The country proverb, *' He does 
not know a hawk from a heronshaw," illustrates 
the sort of progress that learning should produce 
in a child. He must acquire at school the 
power of apprehending quickly and correctly. 
He must become sharp in receiving impressions, 
and accurate in referring them to the class to 
which, not fancy, but reasoned judgment, leads 
him to refer them. 

Accurate and complete conceptions, true logical 
definitions in all matters that we deal with in 
daily life, cjinnot be obtained by any of us. We 
can only keep the ideal of perfect knowledge 
before our eyes as a guide to us in the path of 
right knowledge. The educational value of the 
acquisition of knowledge is to improve the 
natural powers of thought and judgment, and to 



The Purjpose of Education. 51 

enable the learner to deal with the masses of 
observed facts which press more and more 
heavily on us as we have to move amid the 
complications of mature life. In acquiring 
knowledge the mind is naturally active, and not 
merely passive. The active element is most 
precious, and modern education often tends to 
strangle it. Yet instruction which does not add 
increased energy to the thinking powers is fail- 
ing its purpose. Learning cannot be free from 
drudgery, . and a great deal of the process of 
teaching and learning — say what you will— must 
be a tax on patience and endurance; neither 
can we entirely dispense with the mere mechan- 
ical exercise of the memory ; but if the method 
persued is correct, the drudgery ends in an in- 
crease of the energy of the mind, and a desire 
and a power to advance to new knowledge and 
discovery. 

You cannot undertake at school to fit every 
child for entering a trade, or crafty or profession, 
without further learning ; but what he has learnt 
as a child ought to develop his constructive 
faculties, and to enable him to deal effectively 
with the matter which he will have to handle 
in the stern school of life ; and if, in addition to 



62 The Best Education. 

this, he has acquired an ingrained preference for 
the good before the bad, the true before the false, 
the beautiful before the foul, and what is of God 
before what is of the Devil, his education has 
been as complete as it admits of being made. 

As in the early stages of life, so in the later, 
our knowledge and our conduct depend* as much 
on what is within us as to what is without. 
The work of life cannot be well done mechani- 
cally ; in this everyone must, be partly original 
and constructive, for the world is not merely 
what we find it, but partly what we make it, 
and what Coleridge has finely said of Nature 
applies to all we think and do. 

O Lady, we receive but what we give, 
And in our life alone does nature live ; 
Ours is Ler wedding garment, ours lier sliroud ! 
And would we ought behold of higher worth 
Than that inanimate cold world allowed 
To the poor, loveless, ever-anxious crowd ? 
Ah ! from the soul itself must issue forth 
A light, a glory, a fair luminous cloud 
Enveloping the earth. 

That education is the best, not which imparts 
the greatest amount of knowledge, but which 
develops the greatest amount of mental force. 




GOLD MSDAL, PARIS, 1889. 



CW.BARDEEN.Publisher, 

4 1 9-425 So. Clinton St., 
SYRACUSE, N. Y. 



BOOKS ON TEACHING. 



C. W. Bardeen follows a unique line of Publications. He pub- 
lishes more books directly for the help of teachers than any firm 
we know of. — Intelligence, Chicago, July 1, 1885. 

C. W. Bardeen, of Syracuse, N. Y., is the most enterprising and 
progressive publisher of teachers' books in this country, and the re- 
cent Paris Exposition has given him the Gold Medal. — Educational 
Courant, Ky., October, 1889. 



INDEX TO CATALOGUE, 



History ajjd Science of Education. 

Page 

2. Cyclopaedia of Education. 

3. Biography of Noted Educators. 

4. Life and Works of Pestalozzi. 

5. Froebel and the Kindergarten. 

6. The Orbis Pictus of Comenius. 

7. The Five Great English Books. 

8. Books for Young Teachers. 

9. Papers on Educational Topics. 

10. School Room Classics. 
Methods in Special Subject.s. 

11. Arithmetic by the Grube Method. 

12. Useful Appliances in Arithmetic. 

13. Specialties in Arithmetic. 

14. Helps in Teaching Penmanship. 

15. Helps in Language Teaching. 

16. Exercises in English Syntax. 

17. Helps toward Correct Speech. 



Page 

18. Helps in Teaching Literature. 

19. Helps in Teaching History. 

20. Houghton's Conspectus of Political 
Parties. 

21. Instruction in Citizenship. 

22. Music in the School Room. 

23. Our New Music Book. 

24. Preparation for Examination la 
Drawing. 

25. Official Question Books. 

26. The Regents' Questions. 
Records, Blanks, Apparatus, Etc. 

27. Helps in Regents' Examinations. 

28. School Records and Reports. 

29. Maps, Charts, and Globes. 

30. Blackboard Material. 

31. Blackboard Appliances. 

32. The School Bulletin Agency. 



-THE SCHOOL BULLETIX PUBLICATIONS.- 



The Cyclopedia' of Education. 

This largest and handsomest of our publications is an octavo volume of 
562 pases, price $3.75. How indispensable it is to the teacher and to the 
school library may be judged from the following testimonials. 

" It is admirable in every way. The book is worthy of a lower shelf in 
every teacher's lihYSLYY.—JEJducaiional News, June 8, 1889. 

"This handsomely printed book is worth adding to the pedagogical 
shelf of any reference library."— 77ie CHtic, March 23, 1889. 

" An elegant volume, which will find a place in the library of every 
teacher. The bibliogi*aphy at the end of the book is the best educational 
check -list in the country."—^, Heber Holbrook, in Normal Exponent, May, '89, 

" It is the most ambitious work of the kind yet published in English 
and is, therefore, a verv valuable volume for the teacher's library. More 
over, its value is increased greatly by the addition of a very extensive Bibli 
ography of Pedagogy, both English and foreign."— Pop'?' Educator, Mch. '89. 

" This work occupies a distinct and peculiar field, and will be of contin 
ual value to the educator. The special aim of the editor, Mr. A. Fletcher, 
has been to give a clear but concise account of facts and questions belon 
ing to educational topics. Here are a few titles which will give some idea 
of the scope of the work : Pestalozzi, Attendance, Analysis of Sentences, 
Chemistry, Technical Education, Precocity, Pedagogy, Hamiltonian Method, 
Hegel, Universal Language, Utilitarianism, University, Kindergarten. Un- 
der these, and many scores of other topics, there is given a mass of carefully 
combined information, much of which could not be found elsewhere."— 
Christian Union, Feb. 22, 1889. 

" A handbook of ready reference on educational subjects of a high plane 
of scholarship has long been a desideratum in this country, and this work in 
.a large measure supplies this want. It is a handbook of reference on all sub- 
jects of education— its history, theory, and practice. The list of contributors 
to the work embraces the leading educational writers of England, including 
such names as Oscar Browning, J. S. Curwen, Sir Philip Magnus, Arthur 
Sidgwick, and James Sully. These men are writers of the broadest scholar- 
ship, capable of thinking deeply on educational subjects, and what tliey 
have to say is entitled to the highest confidence of the educational world. 
The object dilgently kept in view by the WTiters of this work has been to 
make it useful to all who take an interest in educational questions, and 
especially to those engaged in teaching. With this purpose in view the ob- 
ject has been to present a practical view of educational facts and questions 
discussed. An exhaustive treatment of the great variety of subjects has 
not been aimed at, the end sought being to bring their pedagogic features 
into clear outline. Not the least useful part of the work is a ' Select and 
Systematic Bibliography of Pedagogy,' occupying some forty pages. The 
work makes a large octavo volume of 562 pages. The mechanical execu- 
tion is unusually satisfactory."— Ji??irna/ of Pedagogy, June, 1889. 

C. W. BARDEEX, Publisher, Syracuse, N, Y. 



■ THE SCHOOL BULLETIN- PUBLICATIONS.- 



Biographies of Noted Educators." 

1. Pestalozzi : his Aim and yVorlc. By Baron De Guimps. Translated by 
Margaret Cuthbertson Crombie. Cloth, 12mo, pp. 336, $1.50. 

"A teacher knowing nothing of Pestalozzi would be like the lawyer that 
has never heard of Blackstone. We commend this book strongly as specially 
adapted to younger students of pedagogy."— Wiio EdH Monthly, June, 1889. 

" To those who seek to know how one of the world's greatest ref oimera 
planned and executed his work, how this and that grand principle was 
wrought out, how truth was dissociated from eiTor, this volume will be a 
delightful treasure. And there are many such who are not content to know 
the name and nothing more, but seek to understand the man and the motive. 
To such this book is mdis^QXisahlQ.'"— Educational Courant, July, 1889. 

2, Autobiography of Friedrich Froebel. Translated and annotated by 
Emilie Michaelis and H. Keatley Moore. Cloth, 12mo, pp. 183, $1.50. 

" He write§ so simply and confidentially that no one can fail to under- 
stand everything in this new translation. It would be of great benefit to 
American youth for fathers and mothers to read this book for themselves, 
instead of leaving it entirely to professional teachers."— iVew Y07'k Herald, 
Aug. 4, 1889. 

5. A Memoir of Roger Ascham. By Samuel Johnson, LL.D. With an 
Introduction by James S. Carlisle. Cloth, 16mo, pp. 200, $1.00. 

This volume, formerly published in the " Garnet Series " of the Chau- 
tauqua Library has been recently transferred to the School Bulletin Publi- 
cations. 

li. John Amos Comenius, Bishop of the Moravians ; his Life and Educa- 
tional Works. Cloth, 12mo, pp. 2*^, $1.00. 

Our recent republication of his famous Oi-bis Hctus has added interest 
to the life of the famous reformer. 

5. Essays on Educational Reformers. By R. H. Quick. Cloth, 16mo, 
pp. 331, $1.50. 

Much the best edition of this famous work, which its vivacious style 
makes the most interesting of educational histories. 

6. Pedagogical Biography. A series of reprints from Quick's " Educa- 
tional Reformers," giving the most important sketches separately, in pam- 
phlet form, at a uniform price of 10 cts. each. There are 7 numbers, as follows: 

I. The Jesuits, Ascham, Montaigne, Ratich, Milton. 

11. John Amos Comenius. III. John Locke. 

IV. Jean Jacques Rousseau. V. John Bernhard Basedow. 

VI. Joseph Jacotot. VII. John Henry Pestalozzi. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



■TEE SCHOOL BULLETIN PXTBLICATIONS. 



Life and Works of Pestalozzi. 

1. Pestalozzi : his Aim and Work. By Baron Db Gthmps. Translated 
by Margaret Cuthbertson Crombie. Cloth, 12mo, pp. a36, $1.50. 

Demands a deep and earnest perusal.— Teoc^^-s' Aid, London, Feb. 2, 
1889. 

Among the best books that could be added to the teacher's library.— 
Chautanquan, Oct., 1889, 

It is sufficient to say that the book affords the fullest material for a 
knowledge of the life of the great educational vQiovrnQV.— Literary World, 
June 22, 1889. 

Should be carefully studied by every teacher.— T^ Pacific Educational 
Journal, Aug., 1889. 

The most satisfactory biography of Pestalozzi accessible to English 
readers.— Wisconsin Journal of Education, Aug., 1889. 

There is not a teacher anywhere who cannot learn something by the 
perusal of this woTk.—Science, June 7, 1889. 

The work is a timely reminder how far we have strayed in following the 
deity of " examination," which should have been kept in its place as the 
handmaid of edncsLtion.— The Schoolmaster, London, Feb. 16, 1889. 

S. Pestalozzi and Pestalozzianism. By R. H. QmcK. Paper, 16mo, pp. 
40, 15cts. 

This is a reprint from Quick's Educational Reformers, and contains the 
best brief abstract that has ever been written. 

S. The Pestalozzian Series of Arithmetics. Teachers' Manual and First- 
Year Text-Book for pupils in the first grade. Based upon Pestalozzi's 
method of teaching Elementary Number, By James H. Hoose. Boards, 
16mo, 2 editions. Pupil's Edition, pp. 156, 35 cts. Teacher's Edition, contain- 
ing the former, with additional matter, pp. 217, 50 cts. 

This is a practical exposition of the Pestalozzian Method, and has met 
with great success not only in the Cortland Normal School, where it was 
first developed, but in many other leading schools, as at Gloversville, Baby- 
lon, etc. It is diametrically opposed to the Grube Method, and good teach- 
ers should be familiar with both, that they may choose intelligently between 
them. 

U. Lessons in Num^r, as given in a Pestalozzian School, Cheam, Surrey. 
The Master's Manual. By C, Reiner, Cloth, 16mo, pp. 224. $1.50. 

5. Lessons in Form, or, an Introduction to Geometry as given in a Pesta- 
lozzian School, Cheam, Surrey. By C. Reiner. Cloth, 16mo, pp. 215. $1.50. 

Both 4 and 5 in one volume, $2.00. 

These works were prepared in 1835 under the supervision of Dr. C, Mayo 
In the first English Pestalozzian school, and have particular value as repre- 
senting directly the educational methods of the great reformer, 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



■TUB SCHOOL BULLETIN PUBLICATIONS. 



Froebel and the Kindergarten. 

1. Autobiography of Friedrich Froebel. Translated and annotated by 
Ejult Michaelis and H. Keatlt Moore. Cloth, iSmo, pp. las. $1.50. 

Useful and Interesting * * * among: the best that could be added to 
the teacher's library.— 27i€ Chautauquan, Oct., 1889, 

There is no better introduction to the Kindergarten.— T^'ijsc»?wi» Journal 
of Education, Sept., 1889. 

It is a book which can be trusted to make its own way.— TJie Independent, 
Oct. 10, 1889. 

These two books [Froebel and Pestalozzi] recently from the press of the 
enterprising and discriminating house of C. W. Bardeen, are the last and not 
the least important contribution to American pedagogical literature. The 
professional library is incomplete without t\\Qm..— Canada Sclwol Journal, 
Sept., 1889. 

2. Child and Child-Nature. Contributions to the understanding of 
Froebel's Educational Theories. By the Baroness Marenholtz-Btjelow. 
€loth, 12mo,'pp. 207. $1.50. 

It is a fit companion to the Autobiography and the two are published in 
the same style— a capital idea— and a royal pair of volumes they make.— 
Educational Courant, Oct., 1889. 

Its design is to illustrate the theory and philosophy of Froebel's system. 
It does this so clearly and pleasmgly as to give no excuse for criticism. * * 
* * Thevolumeisoneprofitableforeverymother, as well as every teacher 
of childi-en.— ^ Chicago Intei^ocean, Sept. 14, 1889. 

3. The First Three Tears of Childhood. By B. Perez, with an Intro- 
duction by Prof. Sully. Cloth, 12mo, pp. 294. $1.50. 

The eminent English psychologist. Prof. Sully says that Perez combines 
in a very happy and unusual way the different qualifications of a good ob- 
server of Children, and that he has given us the fullest account yet pub- 
lished of the facts of child-life. * * * The typography of the work is 
excellent, and In external appearance the book is by far the handsomest 
American edition issued.— JbwTYia^ of Pedagogy, April, 1889. 

h. The Kindergarten System. Principles of Froebel's System, and then- 
bearing on the Education of Women. Also Remarks on the Higher Educa- 
tion of Women. By Emily Shirrefp. Cloth, 12mo, pp. 200. $1.00. 

5. Essays on the Kindergarten. Bemg a selection of Lectures read be- 
fore the London Froebel Society. Cloth, 12mo, pp. 175. $1.00. " 

6. Primary Helps. A Kindergarten Manual for Public School Teachers. 
8vo, boards, pp. 58, with 15 full page plates. 75 cts. 

7. The New Education. Edited by W. N. Hailmann. Vols. V and VI, 
the last published. Each 8vo, cloth, pp. 146. $2.00. 

8. The New Education.. By Prof. J. M. D. Meikeljohn. Paper, 16mo, 
pp. 35. 15 cts. < 

C. W. BAROEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETny ^ UBLICATION'S.- 




The Orl)is Pictus of Comenms. 

This beautiful volume, (Cloth, 
8vo, large paper, top-edge gilt, 
others uncut, pp. 197, $3.00) is a 
reprint of the English edition of 
1727, but with reproductio?i of the 
151 copper-cut illustrations of the 
original edition of 1658. A copy 
of the rare original commands 
a hundred dollars, and this re- 
print must be considered the 
most important contribution to 
pedagogical literature yet made. 
It was not only the first book 
of object lessons, but the first 
text-book in general use, and in- 
deed, as the Encyclopaedia Bri- 
tannica states, "the first chil- 
dren's picture-book." 

EXTRACTS FROM CRITICISMS. 

The book is a beautiful piece of work, and in every way superior to- 
most of the fac simUes we have so far been presented with.— iV. T. World,. 

C. W. Bardeen, of Sjo-acuse, has placed lovers of quaint old books un- 
der obligation to him.— iV. Y. Sun. 

We welcome this resurrection of the OrUs Pictus Sensualum Pictus^ 
which has lain too long in suspended amination. This master-piece of Com- 
enius, the prince of European educators in the 17th century, was the- 
greatest boon ever conferred on the little ones in primary schools. — Nation. 

Comenius's latest editor and publisher has therefore given us both a 
curiosity and a wholesome bit of ancient instruction in his handsome re- 
print of this pioneer work.— Critic. 

The old wood illustrations are reproduced with absolute fidelity by a 
photographic process, and as the text follows closely letter by letter the old 
text, the book is substantially a copy of the rare original.— iiiJera^-y World. 

It would be impossible to find an educational work which would exer- 
cise a stronger fascination upon the minds of the jo\xng.—Am. Boole-maker. 

The reproduction gives an excellent idea of the work and makes a most 
interesting volume for reference, especially as an illustration of the customs, 
manners, beliefs, and arts of the 17th ceninrY.— Independent. 

Every educational library must have a copy of the book, if it wishes to 
lay any claim whatever to completeness, and as the edition is limited, orders 
should be sent early. We say right here that twenty-five dollars will not. 
take our copy unless we are sure we can replace it.— Educational Courant. 

* C. W. BARDEEN, Publisher, Syracuse, N. Y. 



■ THE SCHOOL BULLETIN PUBLICATIONS.- 



The Five Great English Books. 

The recognition of Teaching as a Science was much earlier in England 
than in this country, and the five books which are there recognized as stan- 
dards, have probably no equals in soundness and scope. Hence they are 
usually the first books adopted by Reading Circles, and are indispensable to 
the library of an intelligent teacher. These are: 

1. Essays on Educational Reformers. By Robert Henry Quick. Cloth, 
16mo, pp. 330. Price $1.50. 

This is altogether the best Hisfonj of Education. " With the suggestion 
that sladij should be made interesting,'''' writes Principal Morgan, of the Rhode 
Island State Normal School, " we most heartily agree. How this may be 
done, the attentive reader will be helped in learning by the study of this 
admirable book." 

g. The First Three Tears of ChildJiood. By B. Perez. With an Intro- 
duction by Prof. James Sully. Cloth, 12mo, pp. 294. Price $1.50. 

This is incomparably the best psychology for primary teachers, and 
forms the proper Basis for pedagogical knowledge. The Journal of Pedagogy 
says (April, 1889): " Some of the greatest questions relating to primary edu- 
cation can only be solved by an accurate observation and correct interpre- 
tation of the infant mind, and as the author of this volume combines the 
proper qualifications for the work with ample opportunity, his observations 
and deductions are entitled to the highest confidence." 

S. Lectures on Vie Science and Art of Education. By Joseph Payne, 
Cloth, 16mo, pp. 384. Price, $1.00. 

The student is now ready to take up the Science of Education, which is 
nowhere else so brilliantly and effectively presented. The lectures are sin- 
gulai'ly fascinating, and the full analysis and indexes in this edition make it 
easy to collate and compare all that the author has uttered upon any topic 
suggested. 

h. The Philosophy of Education, or the Principles and Practice of Teaching. 
By Thom/ - Tate. Cloth, 16mo, pp. 440. Price $1.50. 

This gives the application of the Science to the Art of Teaching, and is 
•without a rival in its clear presentation and abundant illustrations. The 
author is not content with giving directions. He shows by specimens of 
class-work just what may be done and should be done. 

5. Introductory Text-Book to School Education, Method and School Man- 
agement. By John Gill. Cloth, ICmo, pp. 270. Price $1.00. 

This supplements the work of all the rest by practical directions as to 
School Management. Of the five this has had a sale equal to that of all the 
rest combined. The teacher's greatest difficulty, his surest discomfiture if 
he fails, is in the discipline and management of his school. That this man- 
ual has proved of inestimable help is proved by the fact that the present 
English edition is the 44th thousand printed. 

C. W. BAKOEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 



Books for Young Teachers. 

1. _ Comnwn School Law for Common School Teachers. A digest of the 

S revisions of statute and common law as to the relations of the Teacher to 
^ 16 Pupil, the Parent, and the District. With 500 referenced to le^al decis- 
ions in 28 different States. 14th edition, wholly re-written, with references 
to the Code of 1888. By C. W. Bardeen. 16mo, cloth, pp. 120. Price 75 cts. 
The reason why the teacher should make this his first purchase is that 
■without a knowledge of his duties and his rights under the law he may fail 
either in securing a school, in managing it, or in drawing the pay for his ser- 
vices. The statute provisions are remarkably simple and uniform. The de- 
cisions of the Courts, except upon two points, here fully discussed, follow 
certain defined precedents. An hour to each of the eleven chapters of this 
little book will make the teacher master of any legal difficulties that may 
arise, while ignorance of it puts him at the mercy of a rebellious pupil, en 
exacting parent, or a dishonest trustee. 

S. Hand-Bookfor Young Teachers. By H. B. Buckham, late principal of 
the State Normal School at Buffalo. Cloth, 16mo, pp. 152. Price 75 cts. 

It anticipates all the difficulties likely to be encountered, and gives the 
begmner the counsel of an older friend. 

5. The School Room Guide, embodying the instruction given by the author 
at Teachers' Institutes in New York and other States, and especially in- 
tended to assist Public School Teachers in the Practical Work of the School- 
Room. ByE. V. DeGraff. Thirteenth edition, with many additions and 
corrections. 16mo, cloth, pp. 398. Price $1.50. 

As distinguished from others of the modem standards, this is a book of 
Methods instead of theories. It tells the teacher just what to do and how to 
do it ; and it has proved more practically helpful in the school-room than 
any other book ever issued. 

U. A Quiz-Book on the Theory and Practice of Teaching. By A. P. 
SouTHWicK, author of the "Dime Question Books." 12mo, pp. 220. Price SLOG. 

This is one of the six books recommended by the State Department for 
study in preparation for State Certificates. The others are Hoose's Methods 
($1.00), Hughes's Mistakes (50 cts.), Fitch's Lectures ($1.00), Page's Theoinf and 
Practice ($1.25), and Swett's Methods ($1.25). We will send the six post-paid 
for $5.00. 

5. Mistakes in Teaching. By James L. Hughes. American edition, with 
contents and index. Cloth, 16mo, pp. 135. Price 50 cts. 

More than 15,000 have been used in the county institutes of Iowa, and 
elsewhere superintendents often choose this book for their less thoughtful 
teachers, assured that its pungent style and chatty treatment will arrest 
attention and produce good results. 

6 How to Secure and Retain Attention. By James L. Hughes. 16mo, 
cloth, pp. 97. Price 50 cts. 

This touches attractively and helpfully upon the first serious difficulty 
the teacher encounters. No young teacher should neglect these hints. 

7. Primary Helps. A Kindergarten Manual for Public School Teachers. 
By W. N. Hailmann. 8vo, boards, pp. 58, with 15 full-page plates. Price 75 cts. 

In these days, no i)rimary teacher can afford to be ignorant of " The New 
Education," and this is perhaps the only volume that makes kindergarten 
principles practically available in public schools. 

8. jytma Quesfwn Book, No. 4, Theory and Practice of Teaching. ISmOf 
paper, pp. 40. Price 10 cts. By A. P. Southwick. 

(§ A capital preparation for examination. C 

C. W. BAKDEEN, Publisher, Syracuse, H, Y. 



THE SCHOOL BULLETIN PUBLICATIONS.- 



Papers on Educational Topics. 



1. Some Facts about our Public Schools. A plea for the Township Sys- 
tem. By C. W. Bardeen, 8vo, pp. 32. 25 cts. 

2. Educational Journalisin. Historical and Descriptive, with a list of 
Journals now PubUshed. By C. W. Bardeen. 8vo, pp. 30. 25 cts. 

5. Teaching as a Business for Men. By C. W. Bardeen. 8vo, pp. 20. 
25 cts. 

U. The Teacher's Commercial Value. By C. W. Bardeen. 8vo, pp. 20. 
25 cts. 

Intelligence^ Chicago, says of the two last : " If the reader wants two 
spicy and sensible essays by the keenest educational writer of the day, he 
wUl find in the above what he wants." 

5. National Education in Italy, German^/, England, and Wales. By Prof. 
C. W. Bennett. 8vo, pp. 28. 15 cts. 

6. Modem Languages in Education. By Prof. Geo. F. Comfort. 16mo. 
pp. 40. 25 cts. Cloth, 50 cts. 

7. Politics and Schools. By Sidney G. Cooke. 8vo, pp. 23. 25 cts. 

8. Limits of Oral Teaching. By John W. Dickinson, 8vo, pp. 8. 15 cts. 

9. Latin in High Schools. By H. P. Emerson. 8vo, pp. 9. 25 cts. 

10. Natural Science in the Public Schools. By Wm. T. Harris. 16mo» 
pp. 40. 15 cts. 

11. Powers and Duties of School Officers. By A. P. Marble. 16mo, pp. 
27. 15 cts. 

12. Sex in Mind and Education. By Prof. H. Maudsley. 16mo, pp. 42^ 
15 cts. 

13. The New Education. By Prof J. M. D. Meiklejohn. 16mo, pp. 35. 
15 cts. 

IL Education as a Department of Governnunt. By Warner Miixer. 
Svo, pp. 12. 15 cts. 

15. Aspects of Industrial Education. By H. H. Straight. 8vo, pp. 12. 
15 cts. 

16 University Degrees. What they Mean, what they Indicate, and How 
to Use them. By Flavel S. Thomas. 16mo, pp, 40. 15 cts. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BVLLETm PUBLICATION'S. 

The School Eoom Classics. 

Under the above title we have published a series of Monographs upon 
Education, as follows, all 16mo, in paper, at 15 cts. each. 

I. Unconscious Tuition. By Bishop Huntington. Pp. 45. 

" There is probably nothing finer in the whole range of educational lit- 
erature."— (9/iio Educational ^lontMy. 

" It cannot be read without a wholesome self -weighing, and a yearning 
which develops true character."— TAe ScJwolmaster^ Chicago 

5. TTie Art of Questioning. By J. G. FrrcH. Pp. 36. 

"Mr. Fitch is happily inside his subject, and as clear as a belL"— CAH*" 
iian Hegiste?'. 

S. TJie Philosophy of School Discipline. By John Kennedy. Pp. 23. 

"Clear and logical, and goes down to the very foundation."— ?7i5MJa 
He7'ald. 

L The Art of Securing Attention. By J. G. FrrcH. Pp. 43. 

" Perhaps I overestimate Fitch's works, but I fail to find in the state- 
ment of any other educational writer a juster comprehension of the needs 
and diflaculties of both teacher and pupil, or more common sense put into 
neater, clearer style."— TTi^ Student ^ Philadelphia. 

5. Learning and Health. By B. W. Richardson. Pp. 89. 
"Atimely topic ably treated.*'— iV. E. Journal of Education. 

" Certainly worth many times its weight in gold.''''— Eclectic Teacher. 

6. The Neio Education. By J. M. W. Meikuijohn. Pp. 35. 

" Absolutely the best sunmiary we have seen of the doctrines of Froebel 
in their present development. "—iT". Y. School Journal. 

7. A Small Tractate of Education. By John Milton. Pp. 26. 

" Far more Important in the literature of the subject than the treatise 
of Locke.^^—EncT/dopcedia Brittanica. 

8. Tlie School Work-Shop. By Baroness von Marenholz-Buelo-w, trans- 
lated by Miss Blow. Pp. 27. 

" In this treatise the kindergarten view of Industrial Education receives 
Its best exemplification."— iV. E. Journal of Education. 

9. Sex in Mind and in Education. By Henry Maudsley. Pp. 43. 
"A masterly treatment of a delicate subject."— iV. E. Journal qf Edit- 

cation. 

10. Education as Tuxoed by ThinTcers. Pp. 47. 

This contains 95 classified quotations from leading authorities of every 
time and country, and will be of use to every writer and speaker. 

II. How to Teach Natural Science in Public Schools. By Wm. T. Harris. 
Pp. 40. 

Since this was first published in 1871 for the schools of St. Louis, it has 
been regarded as the standard authority upon the subject, and this edition, . 
revised by the author, was prepared by the request of the Committee oo 
Physics-Teaching in 1887 of the National Association. 

C. W. BABDEEN, Publisher, Syracuse, N. Y, 



TEE SCHOOL BVLLlSTIN PUBLICATIONS. 



Arithmetic by tlie Grube Metliod, 

1. First steps among .Figures. A drill book in the Fundamental Rules 
of Arithmetic. By Levi N. Beebe. Cloth, IGmo, 3 editions. Pupils' Edi- 
tion, pp. 140, 45 cts. Oral Edition., pp. 139, .50 cts. Teachers'' Edition, includ- 
ing all in both the others, with additional parallel matter. Index, and Key, 
pp. 326, Sl.OO. 

These books i?ive the only practical exposition of the Grube Method, now 
generally admitted to produce the best results with beginners. It has been 
used ten years in the primary schools of such cities as Norwich, Conn., and 
Auburn, N. Y., and for many years every student in the Albany State Normal 
School has been directed to purchase a copy to take with him for his subse- 
quent use in teaching. 

From a multitude of testimonials we copy the following : 

" We are still successfully using Beebe 's First Steps. It has many admi- 
rable qualities."— >?(/;)'< N. L. Bishop, Norwich, Conn. 

" I think it especially excellent for a system of graded schools, where ■ 
uniformity of teaching is essential. It develops in practical shape an idea 
that I have long sustained as to the proper method of teaching arithmetic." 
Sxip't B. B. Snmo, Auburn, N. Y. 

"I have recommended Beebe's First Steps as the best work in primary 
arithmetic. . . . The book is received with much favor, and is very helpful 
to me in my work. "— JV-o/". A. N. Husted, State Normal School, Albany, N. T. 

"I am much pleased with the book, and wish every primary teacher to 
have a copy."— -S^/pV J. M. Frost, Hudson, N, Y. 

"By vote of the Board of Education a copy of the Teachers' Edition 
was placed on the desk of every primary teacher in the city.— Sup't Edward 
Smith, Sy7'acuse, N. Y. 

"I consider Beebe's First Steps the best work of the kind that I have 
ever seen, and I take every opportunity to recommend it."— Mary L. Sutliff, 
Haiku, Maui, Haivaian Islands, Feb. 9, 1888. 

S The Pestalozzian Series of Arithmetics. Teachers' Manual and First- 
Year Text-Book for pupils in the first grade. Based upon Pestalozzi's 
method of teaching Elementary Number. By James H. Hoose. Boards, 
16mo, 2 editions. Pupils'' Edition, pp. 15G, 35 cts. Teacher's Edition, contain- 
ing the former, with additional matter, pp. 217, 50 cts. 

This is a practical exposition of the Pestalozzian Method, and has met with 
great success not only in the Cortland Normal School, where it was first 
developed, but in many other leading schools, as at Glove rsville, Babylon, 
etc. It is diametrically opposed to the Grube Method, and good teachers 
should be familiar with both, that they may choose intelligently between 
them. 

S. Lessons in Number, as given in a Pestalozzian ScJwol, CJieam Surrey. 
The Master's Manual By C. Reiner. 16mo, pp. 224. $1.50. 

This work was prepared in 1835 under the supervision of Dr. C Mayo in 
the first English Pestalozzian school, and has particular value as represent- 
ing directly the educational methods of the great reformer. 

C. W. BAKDEEN, Publisher, Syracuse, N, Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 

Useful Appliances in Arithmetic. 

1. The Word Method in Number. A series of 45 Cards, on which are 
imprinted all the possible Combinations of Two Figures. In box. By H. R. 
Sanforb, Institute Canductor. Size 334 x 6 inches. Price 50 cts. 

These cards need only to be seen, as the principle is familiar and ac- 
cepted. The type, in written figures, is large enough to be seen across tho 
room, and the combination on one side is given in reversed order on the 
other, so that as the teacher holds the card before him he knows the figures 
presented to the class. The pupil is taught to look upon the combination 
4 + 9 as itself 13, not as "4 and 9 are 13," just as he looks upon DOG as an 
entire word, not as D-O-G. Success is certain if new combinations are in- 
troduced only after those already given are thoroughly learned. Reviews 
should be constant. 

2. A Fractional Apparaitcs. By W. W. Davis. A box of eight wooden 
balls, three and one-half inches in diameter, seven of which are sawn into 

-2, 3, 4, ("s 8, 9, and 12 parts respeciivf ly, while the eighth is left a sphere^ 
Price $4 00. 

With this apparatus every principle and rule can be developed, and the 
pupils can be led to deduce rules for themselves. 

Many other expedients are resorted to, but they are all objectionable. 
Suppose a teacher takes a stick and breaks it in the middle, will the pupil 
perceive two halves of a stick or two sticks? In teaching fractions object- 
ively, that should be taken for unity from which if a part is taken unity is 
destroyed. This is not the case vdth a stick or cube. Apples are objection- 
able for three reasons ; first because they cannot always be obtained ; sec- 
ond because they are perishable ; and third, because the attention of the 
pupils is diverted by a desire to know whether they are sweet or sour, etc. 
Nor can the teacher readily saw wooden balls into divisions even enough for 
the purpose designed, the charm of this method being the exact presentation 
to the pupil's eye of the fact illustrated. 

S. A Manual of Suggestions for Teaching Fractions especially designed 
for accompanying the above apparatus. By W. W. Davis. Paper, 12mo, 
pp. 43. 25 cts. 

This accompanying manual gives probably the best arrangement of th« 
subject into sixty lessons ever made, with practical suggestions which all 
teachers will find valuable. 

A. Cube Boot Blocks, carried to Three Places. In box. $1.00. 

Our blocks are unusually large, the inner cube being two inches, and the 
additions each one-half inch wide. 

5. Numeral Frame, with 100 balls, $1.25 ; with 144 balls, $1.50. 

"Initiate children to arithmetic by means of the ball fr line alone, there- 
by making their elementary instruction a simple and natuial extenrionof 
their own daily observation," says Laurie, in his standard book on Primary 
Instruction (p. 112), and as he leaves the subject of arithmetic, he adds this 
note (p. 117), as if in fear he had not been sufficiently emphatic : 

" The teaching of arithmetic should be begun earlier than Is customary, 
find always with the ball frame.'' 

C. W. BARDEEN, Publisher, Syracuse, N, Y# 



■THE SCHOOL BULLETIN PUBLICATIONS.- 



Specialties in Aritlimetic. 

I. Intermediate Problems in Arithmetic for Junior Classes ; conts^mng 
more than 4000 problems in Fractions, Reduction, and Decimals. By Emma 
A. Welch. Cloth, 16mo, pp. 172. Price 75 cts. Key to Part II, pp. 30, 50 cts. 

In Syracuse and many other large schools, this takes the place of the 
small arithmetics in common use, forming with any larger or " practical " 
arithmetic a complete two-book series. The results obtained are in every 
instance far above those reached by the ordinary text-book. For city and 
graded schools no other collection of problems will compare with these in 
practical value and satisfactory results. 

a. A Work in Number for Junior Classes in Graded Schools. By MakthA- 
Roe. Cloth, 16mo, pp. 116. Price 50 cts. 

This is similar to the above, and was prepared expressly for the Cort- 
land State Normal School. ^ 

5. The SO Possible Problems in Percentage, embracing a full and exhaust- 
ive discussion of the Theory of General Percentage, ynth 100 illustrative ex- 
amples. By W. H. Bradfokd. Manilla, 16mo, pp. 34. Price 25 cts. 

U. Latitude and Longitude, and Longitude and Time. Embracing a com- 
prehensive discussion, with over 100 illustrative questions and examples. 
By J. A. Bassbtt. Manilla, 16mo, pp. 42. Price 25 cts. 

5. Metric Tables and Problems: a comprehensive drill in the Metric 
System, with 175 Problems and Answers. By Oscar Granger. Manilla, 16 
mo, pp. 23. 25 cts. 

6. The International Date-Line, or Where does the Day Begin? By 
Hekrt Collins. Paper, 16mo, pp. 15. Price 15 cts. 

7. A Manual of Mensuration, for use in Common Schools and Acade- 
mies. By H. H. HuTTON. Boards, 16mo, pp. 150. Price 50 cts. 

These five books treat exhaustively and vrith abundant illustration those 
features of arithmetic that are so often the occasion of difficulty. It is 
characteristic of good teaching to make the weak places strong, and these 
books will make pupils surest just where the average pupil is most uncertain. 

8. Algebra for Beginners. By O. S. Michael. Cloth, 16mo, pp. 120. 
Price, 75 cts. 

A remarkably simple presentation of the subject, that may be used with 
profit in every beginning class. 

9. Number Lessons, somewhat after the Grube Method, giving on one 
side the combinations of the digits, and on the other an unlimited series of 
drill-exercises. Heavy card-board, 10x11 inches. Price 10 cts. 

10. Age- Cards, containing 9 columns of figures, to determine a person's 
age by adding the top numbers of those columns in which the number repre- 
senting the person's age is found. Heavy card-board, 4x6. Price 10 cts. 

II. The Regents'' Questions in Arithmetic, containing the 1293 questions 
given from 1866 to 1882. Manilla, 16mo, pp. 93, 25 cts. Key, pp. 20, 25 cts. 

^P°* The Arithmetic Questions on Slips are no longer published. 

1*. Dim£ Question Booh, No. 18, Arithmetic. By Albert P. Soxjthwick. 
Paper, 16mo, pp. 39. Price 10 cts. ,^ 

C. W. BARDEEN, Publisher, Syracuse, N, Y. 



THE SCHOOL BULLET JN PUBLICATIONS.- 



Helps in Teaching Penmanship. 

1. Wells's Lnproved Practical Methods of Penmanship. Chautauqua Series. 
Copy Books, Nos, 1, 2, 3, 4. :Manina, 7x8j^, pp. 24, per dozen, $1.20. 

No. 1 presents a series of 24 oval exercises, combining in simple form 
all of the curve movements employed in writing— and may be used to ad- 
vantage through two terms. It is designed to teach arm movement, pure 
and simple. 

No. 2 contains a series of drills in large text hand, by means of which 
the straight line movement so essential to correct formation is thoroughly 
mastered ; and introduces the standard capital letter movements systemati- 
cally grouped and followed by drills on the letters themselves. 

No. 3 is designed through a series of well arranged exercises to de- 
velop and apply the sliding or lateral movement in connection with the arm 
action. The movement acquired by this drill is the essential element in all 
business or current hand writing, giving both freedom and smoothness to 
the text. This number introduces the lorms of all small letters and capitals, 
with a complete drill on the numerals. 

No. 4 gives an attractive series of extended capital movement drills, 
together with useful combinations of the capital letters in connection with 
words. The special object of this number is to promote freedom and speed 
in execution ; it also contains a review of all the letters. 

In the Syracuse schools, where the method has been in use since 1879, 
numbers 1, 2 and 4 are each used two terms, and No. 3, four terms. 

In a testimonial dated June 26, 1889, Sup't Blodgett and everyone of the 
20 principals of public schools in Syracuse unite in saying : 

" This branch, which ten years ago was considered so difficult to handle 
and so generally barren of good results has become one of the most popular 
and helpful adjuncts of our school work. 

" A fundamental principle of this system is in the substitution of the arm 
movements for those of the fingers for all purposes of writing, by means of 
which the youngest scholars may secure a freedom and strength in the 
character of their penmanship much in advance of anything hitherto shown. 

"We take the term examination papers as the only true test of a schol- 
ar's advancement in penmanship, and as measured by this severe standard 
the results uniformly obtained are not only highly satisfactory, but are in 
many instances a revelation as to the possibilities in teaching business writ- 
ing to children in the public schools. 

"'We are satisfied that this plan of teaching as introduced and carried 
on in our city schools here is entirely feasible, and that under like conditions 
equally good results may be obtained anywhere." 

Z. A Lesson on Arm Movement in Writing. By Chas. R. Wells. Paper, 
Svo, pp. 32, illustrated, 25 cts. 

This is an exposition of the principles and practice of the above system. 

S. Penrminship in Public Schools. By J. L. Bubritt. 12mo, pp. 62, and 
chart. 60 cts. 

U. The Writing Portfolio. By C. J. Brown. Nos. 1-5, each 25 cts. 

C. W. BAKDEEN, Publisher, Syracuse, N, Yi^ 



■ THE SCHOOL BULLETIN PUBLICATIONS.- 



Helps in Language Teaching. 

1. Normal Language Lessons : being the instruction in Grammar given 
at the Cortland State Normal School. By Prof. S. J. Sornberger. 16mo, 
boards, pp. 81. 50 cts. 

Whatever text-book the teacher uses, or if he uses no text-book at all, 
he will find this manual of great assistance. Its classification -is simple, its 
definitions are careful, its tabular analyses are complete, and its reference by 
page to all the best autJwrs makes it invaluable. 

S. Exercises in English Syntax. By A. G. Bugbee. 16mo, leatherette, 
pp. 87. 35 cts. 

This differs from other handbooks of sentences for class-drill in that it 
does not print wrong sentences to be corrected,~a practice now generally 
condemned, because incon-ect forms should never be put before the child's 
eye,— but leaves blanks in the sentence to be filled by the pupil from a 
choice of expressions given, thus calling in the most effective way to right 
usage and its reasons. It is of especial assistance in preparation for Re- 
gents' examinations, which always include much work of this kind. Send 
for special circular with specimen sentences, and recommendations. 

5. TJie Regents'' Questions in Grammar, from the beginning to June, 
1882. By Daniel J. Pratt, Assistant Secretary. 16mo, manilla, pp. 109. 
25 cts. 

This unequalled series of questions is recognized throughout the country 
as the best drill-book ever made, and the only satisfactory preparation for 
examination. 

An edition of these Questions, with complete answers, and references to the 
grammars of Brown, Murray, Greene, Clark, Kerl, Quackenbos, Weld &. 
Quackenbos, Hart, Fowler, Swinton, Reed & Kellogg, and Whitney, will be 
sent post-paid to any address on receipt of One Dollar. It contains 198 
pages, and is handsomely bound in cloth. 

L Dim^ Question Booh No. 11*, Grammar. By Albert P. Southwick. 
16mo, paper, pp. 35. 10 cts. 

This is one of the best books In a deservedly popular series, giving full 
aJiswers to every question, with notes, queries, etc. Conductor John Ken- 
nedy says: "The bad question book fosters cram; the good one suggests 
study. Mr. Southwick's system is good. It is happy and nourishing. I 
hope you may sell a million of them." 

6. The Diacritical Speller. A practical course of exercises in Spelling 
and Pronunciation. By C. R. Bales. 8vo, boards, pp. 68. 50 cts. 

This work is novel even in a field so thoroughly worked as spelling. Its 
striking features are conciseness and simplicity. The pupil is not drilled 
upon what all pupils know, but only upon what most pupils fail in. The 
collections of words are made with great skill, and the pupil who uses this 
book is not likely to say Toosday or Reuler. The selection of test-words is 
particularly happy, and the exercises in synonyms will afford material for 
many a spare ten minntes.— Calif mmia Teacher. 

6. An Aid to English Grammar; designed principally for Teachers. 
By AsHEB P. Starkweather. IGmo, boards, pp. 230. 75 cts. 

. This is a gr amm ar aid book on a wholly original plan. It is simply a 
collection of words which are used as two or more parts of speech, with 
Illustrative sentences to show their correct use,— ,^c/ioo^ Herald, Chicago. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



■THE SCHOOL BULLETIN PUBLICATIONS. 



Exercises in English Syntax. 

By A. G. BuGBEE. Leatherette, 16mo, pp. 87. 35 cts. 

This differs from other handbooks of sentences for class-drill, in that it 
does not print wrong sentences to be corrected— a practice now generally 
condemned because a wrong form should never be put before the child's 
eye— but leaves blanks in the sentence to be filled by the pupil from a choice 
of expressions given, thus in the most effective way calling attention to 
right usage and its reasons. Thus : 

1. " His wealth and bid adieu to each other." Use Mm or he. 

2. '• art most in fault." Use thou or thee. 

3. ... and were chosen." Use her or she, and he or him. 

4. " do you think was there ? " Use who or wham. 

No book we have ever published has met a readier or more hearty re- 
ception. Prom the many good words that have come to us, we select the 
following : 

"I am thoroughly pleased with Bugbee's Exercises in English Syntax. 
Having used for some years a ms. work of my own of similar character, I 
would be pleased to lay it aside for better and more convenient form. 
Please give me your introductory rates."— H. E. Chambers, j^rincipcU No. 12, 
New Orleans, and editor of Progressive Teacher. 

"It is not intended to take the place of a grammar but to become a 
valuable auxiliary to it. The value of the book is apparent at a glance."— 
Commonwealth, Boston. 

" The advantages of this plan are so apparent that not a word of com- 
mendation need be spoken."— Carolina Teacher. 

•^ A useful and sensible manual, and all the better for being free from 
ambitious novoiixQS.''''— Independent. 

" Nothing else so excellent in Its way has come to our notice, and we 
think its use will do much to train children to correct habits of speech. It 
is based on good sound ^octrme.''''— Educational Courant, Louisville, Ky. 

" Teachers are well nigh as anxious for exercises in English syntax as 
they were before the crusade against teaching that subject. It would be 
difficult to desire the work essayed better done than in this monograph. It 
aids the teacher in all of the standard work of the class ; it suggests scores 
of things that the teacher wonders why he has not tried for himself. 
America is to be congratulated upon having such an array of ingenious men 
in the school-room, and publishers like Mr. Bardeen, who knows how to 
find them and how to use them."— iV. E. Journal of Education. 

C. W. BABDEEN, Publisher, Syracuse, N, Y. 



■TEE SCHOOL BULLETIN PUBLICATIONS.— 



.Helps toward Correct Speech. 

1- Verbal Pitfalls: a manual of 1500 words commonly misused, includ- 
ing all those the use of which in any sense has been questioned by Dean 
Alvord, G. \V. Moon, Fitzedward Hall, Archbishop Trench, Wm. C. Hodg- 
son, W. L. Blackley, G. F. Graham, Richard Grant White, M. Scheie de Vere, 
Wm. Mathews, " Alfred Ayres," and many others. Arranged alphabetically, 
with 3000 references and quotations, and the ruling of the dictionaries. 
By C. W. Eardeen. 16mo, cloth, pp. 223. 75 cts. 

Perhaps the happiest feature of the book is its interesting form. Some 
hundreds of anecdotes have been gathered to illustrate the various points 
made. These have the advantage not only of making the work entertain- 
ing, but of fixing the point in the mind as a mere precept could not do. The 
type indicates at a glance whether the use of a word is (1) indefensible, (2) 
defensible but objectionable, or (3) thoroughly authorized. 

0.0 ^'^A.fy^^^^ of Ehetoric. By C. W. Bardeen. 12mo, half leather, pp. 
olo. 5pl.'5. 

f ; -, ^ ^^^'^^f' Course in Rhetoric. By C. W. B.^rdeen. 12mo, half leather, 
pp. 311. ^1.00. 

..4. Outlines of Sentence Making. By C. W. Bardeen. 12mo, cloth, pp. 
187' 75 cts. 

5. Practical Phonics. A comprehensive study of Pronunciation, form- 
mg a complete guide to the study of elementary sounds of the English Lan- 
guage, and containing 3,000 words of difficult pronunciation, with diacriti- 
cal marks according to Webster's Dictionary. By E. V. De Grapp. 16mo 
cloth, pp. 108. 75 cts. *' 

The book before us is the latest, and in many respects the best, of the 
manuals prepared for this purpose. The directions for teaching elementarr 
sounds are, remarkably explicit and simple, and the diacritical marks are 
tuller than in any other book we know of, the obscure vowels being marked 
as well as the accented ones. This manual is not like others of the kind, a 
simple reference book. It is meant for careful study and drill, and is es- 
pecially adapted to class use.— New England Jow^al of Education. 

6. Pocket Pronunciation Book, containing the 3,000 words of difficult 
pronunciation, with diacritical marks according to Webster's Dictionary 
By E. V. De Graff. 16mo, manilla, pp. 47. 15 cts. 

, Every vowel that can possibly be mispronounced is guarded by danger- 
signals which send one back to the phonic chart for instructions. We are 
glaa to notice that the Professor is leading a campaign against the desooil- 
*l^ 5 J "® vowel u ; he cannot hold communion with an educated man whose 
thu-d day m the week is '"Toos.da.j.'''— Northern Christian Advocate. 

7. Studies in Articulation : a study and drill-book in the Alphabetic Ele- 
nients of the English language. Fifth thousand. By J. H. Hoose. 16mo. 
cioin, pp. <o. 50 cts. 

This work not only analyzes each sound in the language, but gives a» 
illustrations hundreds of words commonly mispronounced. 

]rinr?H;.^Tt^'^ 'r ^f^'^lf l"" ^-rticulation '' is the most useful manual of the 
kind that I know of. It should be a text-book in every Teachers' Institute. 
—A. J. Eiclwff, formerly Sup't of Schools at Cleveland and at Yonkers. 
ir ^in ^^^^^ ^ Teaching Orthoepy. By Chas. T. Pooler. 16mo, paper, pp. 

XOt x\) CtS* 

r^.J^i^SV^^^ly^^^ ^^ Orth/)graphy, Orthoepy, and Etymology, with Notes, 
Queries, etc. By Albert P. Southwick. 16mo, paper, pp. 40, 10 cts. 

10 Qumion Book of Beading and Punctuation, with Notes, Queries, etc. 
By Albert P. SouTHWicK. 16mo, paper, pp. 38. 10 cts. ^. /v, 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 



Helps in Teaching Literature. 

1. A Series of (Questions in English and American Literature, prepared 
for class drill and private study by Mary F. Henduick, teacher in the State 
Nonnal School, Cortland, N. Y. 16mo, boards, pages 100, interleaved. 35cts. 

This edition is especially prepared for taking notes in the literature 
class, and may be used in connection with any text-book or under any in- 
struction. 

3. Early English Literature, from the Lay of Beowulf to Edmund Spen- 
ser. By Wm. B. Habloav, instructor in the High School, Syiacuse, N. Y. 
IGmo, cloth, pp. 138. 75 cts. 

This handsome volume gives copious extracts fi'om all leading authoi-s, 
of sufficient length to afford a fair taste of their style, while its biogi-aphical 
and critical notes give it rare value. 

3. Dime Question Book No. S, (feiieral Literature, and No. 13, American 
Literature. By Albekt P. Soutuavick. IGmo, paper, pp. 35, 39. 10 cts. each. 

These are among the most interesting books in the series, abounding in 
allusion and suggestion, as well as giving full answers to every question. 
They afford a capital drill, and should be used in eveiy class as a prepara- 
tion for examination. 

L IIoio to Obtain the Greatest Value from a Book. By the Rev. R. "W. 
LowKiE. 8vo, pp. 12. 25 cts. 

No one can read this essay without pleasure and profit. 

5. TJie Art of Questioning. By Joshua G. Fitch. IGmo, paper, pp. 36, 
15 cts. 

Mr. Fitch, one of Her Majesty's inspectors of schools, now recognized as 
the ablest of English writers on education, owed his early reputation to this 
^address, the practical helpfulness of which is everywhere acknowledged. 

6. The Art of Securing Attention. By Joshua G. Fitch. 16mo, paper, 
pp. 43. 15 cts. 

The Maryland School Journal well says: " It is itself an exemplification 
of the problem discussed, for the first page fixes the attention so that the 
reader never wearies, till he comes to the last and then wishes that the end 
had not come so soon." 

7. The Elocutionist'' s Annval, comprising new and popular Readings, 
Recitations, Declamations, Dialogues, Tableaux, etc., etc. Compiled oy 
Mrs. J. W. Shoemaicer. Paper, IGmo, pp. 200. 12 Numbers. Price of each, 
30 cts. 

Though primarily designed for classes in elocution, the character of the 
selections is so high that any of these volumes may be used with profit in a 
literature class. 

8. The Bible in the Public Schools. Paper, 24mo, 2 vols., pp. 214, 223. 
50 cts. 

These volimies contain the most important arguments, decisions, and 
addresses connected with the celebrated contest in Cincinnati, 1869. 

> C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS.- 



Helps in Teaching History. 

1. A Thousand Questions in American History. 16mo, cloth, pp. 247. 
Price $1.00. 

This work has been prepared by an eminent teacher for use in his own 
school— one of the largest in the State. It shows rare breadth of view and 
discrimination, dealing not merely with events but with causes, and with the 
side-issues that have so much to do with determining the destiny of a nation. 

?. Helps in Fixing the Facts of American History. By Henry C. Nor- 
THAM. 16mo, cloth, pp. 298. Price $1.00. 

Here all facts are presented in groups. The L— exington. 
key-word to the Revolution, for instance, is I— ndependence. 
LIBERTY, as shown in the accompanying table B— urgoyne's Surrender, 
of Key-Words ; and in like manner the events of E— vacuation. 
the late civil war are kept chronologically dis- R— etribution. 
tinct by the key-words SLAVES FREED. Chart T— reason. 
No. 1 indicates by stai's the years in each decade Y— orktown. 
from 1492 to 1789, in which the most remarkable events occured, while the 
colored chart No. 2 arranges the events in twelve groups. 

S. Topics and Eefsrences in American History, with numerous Search 
Questions. By Geo. A. Williams. 16mo, leatherette, pp. 50. 50 cts. 

This is a book of immediate practical value to every teacher. The refer- 
ences are largely to the lighter and more interesting illustrations of history, 
of a kind to arouse the thought of pupils by giving vivid conceptions of the 
events narrated. By dividing these references among the members of a class, 
the history recitation may be made the most delightful of the day. 

k. Dime (Question Books, No. 5, General History, and No. 6, United States 
History and Civil Government. By Albert P. Southwick, 16mo, paper, pp. 
37, 32. 10 cts. each. 

5. Outlines and Questions in United States History. By C. B. Van Wie. 
16mo, paper, pp. 40, and folding Map. 15 cts. 

The outgrowth of four years' practical work in the school-room with 
map prepared by a pupil as a suggestive model. 

6. Tablet of American History, with Map of the United States on the 
back. By Rurus Blanchard, Heavy paper, mounted on rollers, syi by 5 
feet. Price, exp^^ess paid, $3.00. 

The demand for a colored chart to hang upon the wall and thus catch 
the often-lifted eye of the pupil, has led to the preparation of this chart by 
an experienced author. The events of the four centuries are grouped in 
parallel belts of different colors, and upon the corners and sides are namea 
of the States and Territories, with their etjomology, etc., history of political 
parties, portraits of all the Presidents, Coats ot Arms ot all the States, etc. 
The map is engraved expressly for this chart by Rand & McNally, is colored 
both by States and by cminties, and gives all the latest railroads, the new aiv 
rangement of time-lines, showing where the hour changes, etc. 

C. W, BARDEEN, Publisher, Syracase, N. Y. 



■THE SCHOOL BULLETIN PUBLICATIONS. 



HomMod's Cfliispectns of Political Parties. 

Cloth. Quarto, pp. 100. Price $5.0O. 

Do You Know the History of Political Parties ? 

Can You Tuace the Growth of the Tory, Whig, Federal, Democratic,, 
and Republican parties, with all such temporary off -shoots as the Clintonian^ 
Anti-Mason, Nullification, Loco-Foco, Hunker, Barnburner, Free-Soil, Silver- 
Gray, Anti-Nebraska, and the rest ? 

Would You Like to be able to explain these terms to your class in his- 
tory when you came to them ? 

Would You Appkeciate a Colored Chart that made all these parties as 
plain as day, so that a glance would show what a week's study would not 
fix? Then buy HOUGHTON'S CONSPECTUS. 

1. A Folded Colored Chart 5 feet long, with the history of all the Political 
Parties from the adoption of the Constitution to 1880. 

2. A Folded Colored Chart 5 feet long, with the Cabinets of all the Ad- 
ministrations, and the main political issues involved during the four years. 

3. A Colored Political Chart, double-page, showing the territory con- 
trolled by the Republican and that by the Democratic party in 1880. 

4. A Colored Chart showing the sources from which Government Rev- 
enue is derived. 

5. A Colored Chart showing the avenues into which Government Ex- 
penditure is directed. 

6. Four Colored Charts showing the political proportions of the States iu 
various relations from 1789 to 1880. 

7. A Colored Map showing the Acquisition of Territory of the United. 
States, and its division among the States and Territories. 

8. A List of all Presidential Candidates. 

9. Platforms of all Political Parties in all the campaigns. 

10. Lists of all the Governors of all the States. 

11. Much other Political Infonnation of vai'ious kinds and in convenient 
form. 

XasL Sdxoiirt. 
You will find here just the information so often asked and so seldom 
answered at Teachers' Examinations and in private convei-sation. It is 
safe to say that the same amount of study could hardly be expended so 
profitably in any other direction. For Civil Government and History classes, 
it is invaluable. 

f The most important features of this book, including the Colored Charts,, 
may also be had in map-form, to be hung upon the wall, at the same price.. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



■THE SCHOOL BULLETIN PUBLICATIONS.- 



Instruction in Citizensliip. 

1. Civil Government for Common Schools, prepared as a manual for 
public instruction in the State of New York. To which are appended the 
Constitution of the State of New York as amended at the election of 1882, 
the Constitution of the United States, and the Declaration of Independence, 
etc., etc. By Henky C. Northam. 16mo, cloth, pp. 185. 75 cts. 

Is it that this book was made because the times demanded it, or that the 
publication of a book whicH made the teaching of Civil Government practi- 
cable led to a general desire that it should be taught? Certain it is that this 
subject, formerly regarded as a "finishing" branch lathe high school, is 
now found on every teacher's examination-paper, and Is commonly taught 
in district schools. Equally certain is it that in the State of New York this 
text-book is used more than all others combined. 

2. A Chart of Civil Government. By Charles T. Pooler. Sheets 12x18, 
-5 cts. The same folded, in cl 't covers, 25 cts. 

Schools using NorthariV Civil Government will find this chart of great 
use, and those not yet ready to introduce a text-book will be able to give no 
little valuable instruction by the charts alone. Some conxmissioners have 
purchased them by the hundred and presented one to every school house in 
the county. 

S. Handbook for Scliool Teachers and Trustees. A manual of School 
Xaw for School Officers, Teachers and Parents in the State of New York. 
By Herbert Brownell. 16mo, leatherette. pp. 64. 35 cts. 

This is a specification of the general subject, presenting clearly, defi- 
nitely, and with references, important ouestions of School Law. Particular 
attention is called to the chapters treating of schools under visitation of the 
Regents— a topic upon which definite information is often sought for in vain. 

A. Common Schml Law for Common School Teachers. A digest of the 
•provisions of statute and common law as to the relations of the Teacher to 
the Pupil, the Parent, and the District, With 500 references to legal decis- 
ions in 28 different States. 14th edition, wholly re-written, with references 
to the new Code of 1888. By C, W. Bardeen. 16mo, cloth, pp. 120. 75 cts. 

This has been since 1875 the standard authority upon the teacher's rela- 
tions, and is frequently quoted in legal decisions. The new edition is much 
more complete than it;? predecessors, containing Topical Table of Contents, 
and a minute Index. 

5. Laws of Neio York relating to Common Schools, with comments and 
■instructions, and a digest of decisions. 8vo, leather, pp. 867. $4.00. 

This is what is known as "The New Code of 1888," and contains all re- 
"Visions of the State school-law to date. 

6. The Powers and Duties of Officers and Teachers. By Albert P. Mar- 
ble. 16mo, paper, pp. 27. 15 cts. 

A vigorous presentation in Sup't Marble's pungent style of tendencies 
as well as facts. 

7. First Principles of Political Ecormny. By Joseph Alden. 16mo, 
-cloth, pp. 153. 75 cts. 

Ex-President Andrew D. White says of this book : " It is clear, well 
arranged, and the best treatise for the purpose I have ever seen." 

C. W, BARDEEN, Publisher, Syracuse, N. Y. 



■THE SCHOOL BULLETIN PUBLIC A TIONS.- 



Music in tlie Scliool Eoom. 

1. ThA Song Budget. A collections of Son^s and Music for Educational 
Gatherings. 'By E. V. De Graff. Small 4to, paper, pp. 76. 15 cts. 

This book owes its popularity to two causes : 

(1) It gives a great deal for the money. 

(2) The songs are not only numerous (107), but tliey are the standard favor- 
ites of the last fifty years. 

This is why the book contains more music that will be used than any other- 
book published. For in all other books that we know of, two thirds of the 
tunes are written by the compilers, who are of course partial to their own 
productions. Sup't De Graff wrote no songs of his own, but gathered those- 
which his long experience as a conductor of teachers' institutes had showu 
him to be the most generally familiar and pleasing. 

In fact, the success of this book has been due to the fact that only those 
songs were admitted that have proved to be universal favorites. This in- 
volved a large original outlay, as much as fifty dollars having been paid for 
the right to use a single song. But the best were taken wherever they 
could be found and at whatever cost, anc the result is a school singing-book 
of popularity imexampled. For instance, a single finn in Cleveland, Ohio* 
J. R. Holcomb & Co., had purchased of us up to Feb. 15, 1888. no less than 
9730 copies, 4500 within the last six months, besides 2100 of the School Room 
Chorus. 

2. The School Room Chorus. A collection of Two Hundred Songs for 
Public and Private Schools, compiled by E. V. De Graff. Small. 4to, boards, 
pp. 148. 35 CIS, 

This is an enlarged edition of the Song Budget, with twice the number 
of songs. The plates of the last edition are so arranged that it is identical 
with the Song Budget as far as page 68. so that both books can be used to- 
gether. The Budget and Chorus are particularly adapted for Teachers' Asso- 
ciations and Institutes. At these prices every meeting of teachers can be sup* 
plied with one or the other, while the fact that the tunes are standard 
favorites makes it easy for any audience to join in the singing at sight. 

S. The Diadem, of School Songs : containing Songs and Music for all 
grades of Schools, a new system of Instruction in the elements of Music, 
and a Manual of Directions for the use of Teachers. By Wm. Tillinghast. 
Small, 4to, boards, pp. 160. 50 cts. 

This book, of which Dr. French, the veteran institute-instructor was. 
associate author, gives an exceedingly sunple and practical system of in- 
struction as well as a valuable collection of songs. 

U. Half a Hundred Songs, for the School Room and Home. By Hattie 
S. Russell. 16mo. boards, pp. 103. 35 cts. 

These songs are all original, but without music. 

5. The School Vocalist ; containing a thorough system of elementary 
instruction in Vocal Music, with Practical Exercises, Songs, Hymns, Chants^ 
&e., adapted to the use of Schools and Academies. By E. Locke, and S. 
NouRSE. Oblong, boards, pp. 160. Price 50 cts. 

6. The School Melodist. A Song Book for School and Home. By E. 
Locke and S. Nourse. Oblong, boards, pp. 160. Pilce 50 cts. 

7. The Song Life, for Sunday Schools, etc., illustrating in song tha 
journey of Christiana and her children to the Celestial City. Small 4to 
boards, pp. 176. Price 50 cts. 

Nos. 5, 6, and 7 are books that have had their day, but of which we have 
a few hundred copies of each on hand. These we will sell at 10 cts. each ; 
If to go by mail, 6 cts. each extra. They contain much good music. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BVLLETIN PUBLICATIONS. 



Our New Music Book. 

, T h e universal 
popularity of the 
Song Budget, the 
sales of which 
have probably- 
exceeded that of 
any other school 
music-book pub- 
lished, has made 
it no easy task to 
prepare a similar 
collection to fol- 
low it in schools 
v/here its songs 
had become fa- 
miliar. The songs 
here given are a 
final choice from 
more than a 
thousand which 
had been selected 
from every avail- 
able source, but 

especially from actual and pleasing use in the school room. As the list nar- 
rowed down to seven, fiive, three, two hundred, it became more and more 
diflScuIt to reject, and the last twenty were dropped with extreme reluc- 
tance. But it was thought best to adhere to the limits of the Song Budget, 
and though this book constains more pages the price will be the same. 

A large portion of the songs have been rearranged expressly for this 
book. Effort has been make to keep within the compass of children's 
voices, avoiding the mistake of pitching them too low as well as that of 
making them too high ; and also to preserve the harmony without making 
the accompaniment too difficult. The proportion of higher class music is 
somewhat gi-eater than in the Song Budget, but the advance is no more than 
corresponds with the more cultivated taste that already appears from in- 
creasing instruction in the art of singing. The Song Budget was fully up to 
the school-child's musical taste of fifteen years ago. The Song Century is 
believed to be quite abreast of the musical taste of to-day. When schools 
all over the land are familiar with these songs and call for another collec- 
tion, it is to be hoped the possibilities of choice will be still wider. 

To hundreds of teachers who have aided him in making this collection 
representative of the best music sung in American schools, the compiler re- 
turns earnest thanks, and hopes they may find reward in the use of this 
new century of songs. * 

C. W. BAKDEEN, Publisher, Syracuse, N. Y, 




THE SCHOOL BULLETIN PUBLICATIONS. 



Prepare for Drawing Examinations. 

By order of the State Superintendent all candidates for Uniform Certl- 
cates to teach, of the First and Second Grade, must be examined in Drawing. 
The following publications of the Prang Educational Co. are the onlj^ ones 
that accord with the instruction given at institutes by Dr. John E. French, 
into whose hands the State Superintendent has confided the charge of this 
branch of study. 

1. The Uses of Models. A Teacher's Assistant in the use of the Prang 
Models for Form Study and Drawing in Primary Schools. Illustrated., 16mo, 
pp. 197, 50 cts. 

It is believed that any teacher, by fully studying and vrorking out the 
exercises in this Txlanual in the order given, can become so well acquainted 
with the metliods on which they are based as to be able not only to teach the 
study of Form and Drawing intelligently in primary schools, but also to use 
the knowledge acquired through these exercises in the branches of primary 
work. 

For the purpose of aiding those who may desire to make themselves ac- 
quainted with the methods jand exercises, we fui'nish also: 

2. Box of Materials for institute work in Form Study and Drawing. 
Box 61^x9 inches. 50 cts. If sent by mail. Go cts. 

This contains one model each of the 12 principal solids; 4 tablets; 50 
sticks, blue, red, and yellow, 1 to 5 inches long; 100 press-board tablets, giv- 
ing all the plane-figures; 16 sheets of colored paper; 12 sheets white paper; 1 
eraser; 1 ruler; 1 pair scissors. 

We offer also the following: 

5. Prang's Models for Form Stvdy and Draxving. $1.50. 

This contains hard-wood models of 15 different solids, and 4 press-board 
tablets of each of 9 different plane figures. It cannot be sent by mail. 

I^. Prang's Larger Models. $10.00. 

5. Pr-ang's Drawing Books, Shorter Course, 5 numbers, each 15 cts. 

6. Teachers'' Manual for Prang's Shorter Course. 50 cts 

7. Teacliers'' Manual for Ungraded Schools. 50 cts. 
S. Teachers' Manual for Graded Schools. 50 cts. 

IN PENMANSHIP 

we would recommend 

9. How to Teach PenmansM}) hi Public Schools. By J. L. Burritt. 7Ww#- 
trated, 12mo, pp. 62 and Folding Chart. 60 cts. 

This is the only book we know of written directly to aid the teacher, 
"Without reference to advertisment of certain " systems " of penmanship. 
It may be used with any series of writing books or with no series at all. It 
treats not only of the principles of penmanship, the relative length and 
slope of letters, etc., but also of the details of teaching,— the practical ex- 
pedients to arouse interest and to overcome difficulties. It will be of aid to 
the most experiedced teachers. 

C. W. BARDEEN, Publisher, Syj^acuse, N. Y. 



■THE SCHOOL BULLETIN PUBLICATIONS.- 



Official Question Books. 

1. The Neio York State Examiiiation Questions from the beginninff to 
the present date. Cloth, 16mo, pp. 374, 50 cts. 

These annual examinations, only by which can State Certificates be ob- 
tained in New York, have a reputation all over the country for excellence 
and comprehensiveness. The subjects are as follows : 

Arithmetic, Grammar, Physics, Geography, 

Book -Keeping, Composition, Chemistry, Civil Government, 
Algebra, Ehetoric, Geology, Astronomy, 

Geometiy, Literature, Botany, Methods, 

Drawing, History, ZoOlogy, School Economy, 

Penmanship, Latin, Physiology, School Law. 

No answers are published, except in the following special volume. 

S. Dime (Question Book on Book-Keeping, containing all the questions in 
that subject given at the first 15 New York Examinations for State Certifi- 
cates, with full Answers, Solutions, and Forms. Paper, 16mo, pp. 31, 10 cts. 

3. The Unifonn Examination Questions. By voluntary adoption of the 
113 School-Commissioners of the State of New York, certificates are now 
given only on examinations held under these questions, which are Issued 
sealed from the State Department. All these Questions from the beginning to 
March 14th, 1889, are now published as follows, and we commend them as 
worth the attention of all who have to conduct or undergo examinations. 
I. Arithmetic, 317 Questions, 10 cts. 11. Key, 10 cts. 

III. Geography, 709 " " IV. " 

V. Grammar, 533 *' " VI. " " 

VII. U. S. History, 429 " " VIIL " 

IX. Civil Government, 355 " " X. " 

XL Physiology, 345 " " XII. " 

U. The Civil Sei^ice Question Book. Cloth, 16mo, pp. 282, $1.50. 

42,000 places are now filled exclusively by appointments dependent on 
examinations. No favoritism is possible. You do not need tlie influence of 
Congressman or of politician. You have only to learn when the next ex- 
amination is held, apply for the necessary papers, present yourself, and 
answer the questions asked. The appointments are made from those who 
stand highest, and are open to women as v/ell as to men. All the particu- 
lars as to these examinations, the places and dates where held, and how to 
apply, are here given with 943 specimen questions in Arithmetic, 575 specimen 
questions in Geography, 400 specimen questions in English Syntax, 100 each 
in Amencan History and Civil Government, with full treatises on Book-Keep- 
ing and on Letter-Writing. To prepare for competition for places at il,000 
and higher these subjects and these only are required. Anv one who can 
answer the questions here given, to all of ivhichfull and complete answers are 
added, is ready to enter the next examination. 

Hon John B. PtiLEY, Chief Examiner, State of New York, July 10, 1888, 
says : " I am pleased witli your Civil Service Question Book. It will not only 
be of service to those Intending to try the Civil Service examinations, but 
teachers or others who are obliged to prepare questions for examinatioi>5 in 
the common English branches will find it a great convenience." 

The N. E. Journal of Education says, Aug. 23, 1888 : " It is rarely that any 
book can be found with so many valuable and so few unimportant questions." 

5. SOOO Grammar Questions, tvith Ansivers. By Henky Kiddle, A. M., 
formerly Superintendent of Schools, New York City, and now editor of 
Brown's Grammars. Cloth, 16mo, pp. 220. Price. $1.00. It is a great thing 
for teachers to be sure they are right, especially on some of the puzzling 
questions. As an authority Mr. Kiddle is second to no man living, and these 
answers prepared by him may be regarded as absolutely correct. 

C. W. BAKDEEN, Publisher, Syracuse, N. Y. 



THE 8CR00L BULLETIN PUBLICATIONS,- 



The Eegents' Questions. 

1. The Begents' Questions in Arithmetic, Geogi-aphy, Grammar and Spell- 
ing from the first examination in 1866 to June 188:2. (No questions of later date 
ivUl be printed.) Being the 11,000 Qnestions forthe preliminary examinations 
for admission to the University of the State of Nca,' York, prepared by the 
Regents of the Univei'sity, and participated in simultn,neously by more than 
}J50 academies, forming a basis for the distribution of more than a million of 
dollars. Complete with Key. Cloth, 16mo, pp. 473. S2.00. 

8. Comjylete. The same as above but without answers. Pp. 340. $1.00. 

In the subjects named, no other Question Book can compare with this 
either in completeness, in excellence, or in popularity. By Legislative En- 
actment no lawyer can be admitted to the bar in the State of New York 
without passing a Regents' Examination in these subjects. 

3. Separately. The same, each subject by itself, all Manilla, 16mo. 

Arithmetic, 1293 Questions, pp. 93, 25 cts. Geography, 1987 Questions, pp. 
70, 25 cts. Grammar, 2976 Questions, pp. 109, 25 cts. Spelling, 4800 Words, 
pp. 61, 25 cts. Keys to Arithmetic, Geography, and Grammar., each 25 cts. 

h. The Dime Question Books, with full answers, notes, queries, etc. Paper,, 
pp. about 40. By A. P. Soxjthwick. Each 10 cts. 

Elementary Series. Advanced Series. 

3. Physiology. 1. Physics. 

4. Theory and Practice. 2. General Literature, 
6, U. S. History and Civil Gov't. 5. General History. 

10. Algebra. 7. Astronomy. 

13. American Literature. 8. Mythology. 

14. Grammar. 9. Rhetoric. 

15. Orthography and EtjTnology. 11. Botany. 

18. Arithmetic. 12. ZoOlo^y. 

19. Physical and Political Geog. 16. Chemistry. 

20. Reading and Punctuation. 17. Geology. 

These 10 in one hook. Cloth, $1.00. These 10 in one book. Cloth, $1.00, 

Extra Volumes, 21. Temperance Physiology, 22. Book-Keeping, 23. Let- 
ter-Writing, each 10 cts. 

The immense sale of the Regents' Questions in Arithmetic, Geography, 
Grammar, and Spelling has led to frequent inquiry for the questions in the 
Advanced Examinations. As it is not permitted to reprint these, we have had 
prepared this series, by which the teacher need purchase books only on the 
subjects upon which special help is needed. Frequently a $1.50 book ia 
bought for the sake of a few questions in a single study. Here, the studies 
may be taken up one at a time, a special advantage in New York., since appli- 
cants for State Certilicates may now present themselves for examination in only 
part of the subjects, and receive partial Certificates to be exchanged foi' full Cer- 
tificates ivhen all the branches have been passed. The same plan is very gener- 
ally pursued by county superintendents and commissioners who are encour- 
aging their teachers to prepare themselves for higher certificates. 

5. Quizzism. Quirks and Quibbles ^roin Queer Quarters. Being a Melange 
of questions in Literature, Science, History, Biography, Mythology, Philolo- 
gy, Geographv, etc. By A. P. Soxjthwick. Cloth, 16mo, pp. 55. 25 cts. 
The same with Key, Sl.OfO. 

A stimulus for home study, and invaluable for school or teachers' 
gatherings. 

6. A Quiz-Book on the Theory and Practice of Teaching. By A. P, 
SouTuwicK. Cloth, 12mo, pp. 220. Price $1.00. 

This is one of the six books recommended by the State Department for 
study in preparation for State Certificates. 

C. W. BARDEE:N^, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 

Helps in Eegents' Examinations. 

1. Regents'' Examination Paper. Six styles. 

For the Regents' examinations we now prepare five forms of Examina- 
tion paper, all printed from new plates, and with some changes suggested 
by the board of Regents. 

PRICES PER REAM. 

Note.— All the paper weighs fourteen pounds per ream of 480 full sheets 
of legal cap, but is put up in reams of 480 half sheets, weighing seven pounds. 
Please specify the letter, in ordering. NO ORDERS FILLED EXCEPT FOR 
EVEN REAMS. Even schools which have but two or three scholars to try 
will find it profitable to keep a ream on hand. So much less attention as to 
the form of the paper is required of the scholar that he can give his undi- 
vided attention to answering the questions. It is now the practice of many 
of the best schools to put the scholars intending to try through one complete 
examination with questions given at a previous time, using this paper, and 
having all the f onnahties complied ^vith. This gives the scholars confidence^ 
and precludes the nei-vousness which is often fatal to success. 

B. All printed, for Arithmetic, Geography, or Grammar $2.25. 

C. All printed and numbered for Spelling .^ 2.50. 

D. 37 sheets Spelling, printed and numbered, 
185 sheets Arithmetic, Geography, Grammar, printed, 
258 sheets Arithmetic, Geography, Gram., not printed, 

480 sheets complete for 37 pupils, J — 2.00. 

The last form is preferred by nine-tenths of the schools, and we recom- 
mend it as the cheapest and most satisfactory. The sheets printed on the 
back are used only for the last sheet in each exercise, usually the second in 
Arithmetic and Geography, and the third in Grammar. 

E. The same as D. except that all the sheets in Arithmetic, 

Grammar, and Geography are printed upon the back 2.40. 

F. All printed, for the Advanced Examinations only 2,25. 

G. All unprinted, suitable for any school examinations 1.75. 

t^° When five reams are ordered at one time, the name of tJie institution 
ordering will be printed on the back, if desired, without extra charge. 

2. Regents'' Examination Cards. A most convenient device for keeping 
a permanent record of the studies in which each pupil has passed. Manilla, 
5J^7in., per hundred, 50 cts. 

5. Regents^ Examination Record. Half-leather, folio, 9x14 in., in two- 
sizes: a. 72 leaves, for 720 scholars, $2.00; b. 144 leaves, for 1440 scholars, 
$2.50. 

Instead of loose cards, the Record gives on each page the recoi-d of five 
scho]ai*s, and is thus fitted for permanent reference. It is substantially 
bound, with title-page and alphabetical index. 

C. W. BARDEEN, Publisher, Syracuse, N. IT. 



THE SCHOOL BULLETIN PUBLICATIONS— — 

School Eecords and Eeports. 

1. The BtiUetin Class Register. Designed by Edwakd Sbiith, Superin- 
tendent of Schools, Syracuse, N. Y. Press-board cover. Three Sizes, {a) 6x7, 
for terms of twenty weeks; (6) 5x7, for terms of fourteen weeks. When not 
otherwise specified this size is always sent. Pp. 48. Each 25 cts. (c), like (6) 
but with one-half more (72) pages. Each 35 cts. 



This register gives lines on each of 12 pages for 29 names, and by a nar- 
row /e«/puts opposite these names blanks for one entry each day for either 
14 or 20 weeks, as desired, with additional lines for summaiy, examina- 
tions, and remarks. Nothing can be more simple, compact, and neat, where 
it is desired simply to keep a record of attendance, deportment, and class- 
standing. It is used in nearly two-thirds of the union schools of New York. 

^. The Peaborhj Class Becord, No. 1, with 3 blanks to eaeh scholar each 
day for a year. Boards 4^^x93^, pp. ICO, $1.00. No. 2, with 5 blanks to each 
scholar, 8x11, $1.50, Like No. 1, but gives 3 or 5 blanks each day. 

S. Ryari's School Record, 112 blanks to a sheet, per dozen sheets, 50 cts. 

U. Keller'' s Monthly Report Card, to be returned with signature of parent 
or guardian, card-board 2^4, per hundred, $1.00. 

5. Bahcock's Excelsior Ch^ading Blanks, manilla, 3x5, with blanks on both 
sides. Comprising {a) Report Cards; {b) Grade Certificates for each of 9 

frades; (c) ll:;,h School Certificate (double size). Price of (a) and (p) $1.00 a 
undred; of (c) $1.50 a himdred. 

6. Shawns Scholar's RegMer, for each Week, with Abstract for the Term. 
Paper, 5x7» pp. 16. Per dozen, 50 cts. Each pupil keeps his own record. 

7. Jackson:' s Class Record Cards. Per set of 90 white and 10 colored 
cards, with hints, 50 cts. Only imperfect recitations need be marked. 

8. Aids to School Discipline, containing 80 Certificates, 120 Checks, 200 
Cards, 100 Single and Half Merits. Per box, $1.25. Supplied separately per 
hundred: Half Merits, 15cts., Cards, 15cts., Checks, 50 cts., Certificates, 50cts. 

The use of millions of these Aids, with the unqualified approval of teach- 
ers, parents, and pupils, is assurance that they are doing great good. 

They save time by avoiding the drudgery of Record keeping and Reports. 

They abolish all notiona of "partiality" by determining the pupil's 
standing with mathematical precision. 

They naturally and invariably awaken a lively paternal interest, for the 
pupil takes home with him the witness of his daily conduct and progress. 

They are neat in design, printed in bright colors. The Certificates are 
prizes which children will cherish. The Single Merits and Half Merits are 
printed on hea^T card board, the Cards and Checks on heavy paper, and both 
may be used many times— hence the system is cheap, as well as more at- 
tractive than any other to young children. 

9. Mottoes for the School-Room. By A. W. Edson, State Agent of Massa- 
chusetts. Per set of 12 on heaAT colored card-board 7x4 inches, printed on 
"both sides, $1.00, post-paid, $1.10. 

These mottoes are •' Never too Late," " Above all, be Useful," "Dare to 
Say No," " God Bless our School," " Avoid Arig,er," "Be Good, Do Good," 
"Think, Sneak, Act the Truth," "Fear to Do Wrong," "Misspent Time is 
Lost Forever," "Speak the Truth," " Act Well Your Part," "Strive to Ex- 
cel," "Try, Try Again," "Be Diligent, Prompt, and Useful," "Think Good 
Thoughts," " Learn to Study," "Before Pleasure Comes Duty," "Think 
First of Others," " Dare to Do Right," " Order is Heaven's First Law," "A 
Will Makes a Way," "Study to Leam," "Hold Fast to Honor," "God 
Sees Me." (12) 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 

Maps, Charts and Grlobes. 

1. Johnston's Wall Maps. These are of three sizes, 27x33 inches, costing 
$2.50 each; 40x48, costing $5.00 each; and 63x72, costing $10.00 each. 

The Common School Series includes (a) Hemispheres, (&) North America, 
(c) South America, (cOUnited States, (e) Europe, (/) Asia, ig) Africa. Others 
sometimes substituted or added are (A) World, Mercator's Projection, (i) 
Eastern Hemiphere, {1c) Western Hemisphere. 

We can furnish also in the 40x48 size: {t) England, (jn) France, (n) Italy, 
(o) Spain, {p) Central America, {q) Orbis Veteribus Notus, if) Italia Antiqua, 
(fi) Graecia J.ntiqua, {f) Asia Minor, (w) Orbis Romanus, {2v) De Bello Gallico, 
{x) Canaan and Palestine, (y) Bible Countries, {z) United States, historical, 
showing at a glance when and whence each portion of its territory was de- 
rived—a very valuable map in history classes. 

All these maps are engraved on copper, and printed in permanent oil 
colors. All are cloth-mounted, on rollers. Spring rollers are added at an 
extra cost of $1.00. $1.50, and $2.50 respectively. 

We offer a special consignment of T. Ruddiman Johnston's maps 40x48, 
in sets only, including Hemispheres, North America, South America, United 
States, political. United States, historical, Europe, Asia, and Africa, 8 maps, 
regular price $40.00, at $15.00 per set. They were prepared for a firm in the 
west who have been obliged to discontinue the business, and were sent to 
us by the Johnston Co. with instruction to close them out at once. Hence 
the unparallelled price, which applies only to this 100 sets. 

3. Bulletin Map of the United States. Paper, on rollers, 3i^x5 ft., with 
Blanchard's chart of the United States History upon the back. $3.00. 

This is colored both by States and by Counties and gives correctly the 
new time lines. 

L Map of New York State, colored both by Counties and by Tovnis, 
^x3 ft. on rollers. Paper, $1.00; Cloth, $2.00. 

5. Adams's Large Map of New Fw^ .S'ia^e, 61x66 inches. Cloth, on rollers, 
$10.00; on spring rollers, $12.00. We are now the sole proprietors of this 
latest and best map, and can hereafter fill all orders promptly. 

6. Dissected Map of New York, sawn into Counties. 75 cts. 

7. Dissected Map of the United States, savTn into States. 75 cts. 

8. Chart of Life Series of Physiology Charts, 23x27 inches, four in num- 
ber, including one to show the effects of alcohol on the system. These show 
every organ, life-size and in place. Per set, $10.00; on spring rollen«, $12.50. 

9. EchharVs Anatomical Charts, consisting of 12 double plates, with 
more than 100 distinct and separate figures. Per set, $15.00. 

10. Reading CAar^s of all kinds. Appleton's, $12.50; Monroe's Complete, 
$10.00; Monroe's Abridged, $6.00, etc. 

The School Bulletin Globe. While we keep a dozen styles always in stock, 
we recommend this especially because: 1. It is 12 or 6 inches in diameter. 2. 
It has a low and heavy Bronzed Iron Frame. Its axis is adjustable. 4. 
It shows an entire Hemisphere. 5. Its Meridian is movable. 6. Its map is 
Johnston's. 7. It is shipped to any address at Fifteen Dollars for a 12-inch 
or Five Dollars for 6-inch size. 8. Every Globe is quarakteed to be abso- 
lutely TERPECT. (14) 

C. W. BARDEEN, Publisher, Syracuse, N, Y. 



THE SCHOOL BVLLETIN PTJBLICATIONB.- 

Blackboard Slating. 

No feature of the school-room is of more vital importance to the health 
of scholars and teachers than the Blackboard. If it be gray or greasy the 
-amount of chalk used fills the air with dust which produces catarrhal and 
bronchial difficulties, and yet makes so faint a mark that the children's 
eyes are permanently injured. Choice should be made among the following 
materials. 

1. Solid Slate. This is durable, but costs from 30 to 50 cts. a square foot, 
is noisy, not black enough in color, and unhealthful because there is com- 
monly used upon it tlie softest crayon. Where solid slate is already in, we 
recommend the Slate Pencil Crayon, as the only preventive of serious disease. 

But it is better to put either upon the plastered wall, or upon the wall 
covered with manilla paper, or upon wooden boards, one of the following 
preparations. 

2. Agal'de Slating. This may be sen< by mail, and usually gives fair satis- 
faction. Price, post-paid, for box to cover 400 feet, one coat, S6.00; 200 feet, 
S3.25; 100 feet, ^1.75; 50 feet, $1.00. We furnish the Black Diamond ov Sili- 
cate Slating at the same price, but it can be sent only by express. 

3. Slate Pencil Slating. This remarkable preparation does away alto- 
gether with chalk-dust, having sufficient grit to take a distinct mark from a 
slate-pencil. Soft crayon should never he used upon it, unless it is first rubbed 
down to smoother surface. It is a pure alcohol slating, and therefore dura- 
ble. Price per gallon, covering 600 ft., one coat, ^10.00; quarts, $2.75; pints 
$1.50. 

L Hwnstone Slating. This is new, and altogether the best in the 
market, making a really stone surface which is yet absolutely black. There 
is no waste of chalk, even with soft crayon, while the National H produces 
a beautiful clear mark. It contains no oil or gi-ease, and grows harder with 
age. It is put on with a paint-brush, and adheres to any material, so that it 
may be put on walls, boards, paper, or any other smooth surface. Price 
$8.00 per gallon, covering 200 feet with two coats, or 100 feet with four coats, 

The application of two coats is recommended for old or imperfect 
boards, where the surface is not firm enough to make it worth while to put 
on a first-class surface. It makes the cheapest of all durable slatings, and 
Is put on readily by any one, 

But for new boards, and old boards with good foundations, we recom- 
mend the two additional coats, with a final rubbing down with pumice- 
stone. This gives a blackboard never yet equalled. 

Sup't Smith, of Syracuse, says: "Your Hornstone Slating is now in use 
in four of our buildings, and I have no hesitation in saying that it is superior 
to solid slate or to any other blackboard surface I ever saw."— Principal 
Miner, of Skaneateles, says: " Its very smooth surface saves crayon and les- 
sens the amount of chalk-dust in the room — I do not hesitate to say that 
it is the best board I ever used." After a year's trial in Rochester it was 
adopted for universal use in the public schools, even the solid slate boards 
being covered with it. Large circular with full directions sent on applica- 
tion. Do not give orders for blackboards till you have seen this slating. 

C. W. BABDEEN, Publisher, Syracuse, N. Y. 



■THE SCHOOL BULLETIN PUBLICATIONS. 




Blackboard Appliances. 

1. Erasers.— When you 
have got a good black- 
board be sure and get 
good material to use on 
it. Much depends on the 
Erasers used. The Carpet 
Eraser, once almost uni- 
versally used, has been 
rejected ; the hard twine 
glaze? and wears off the slated surface. Tacks carelessly driven, and points 
projecting into the erasive material, have ruined or defaced many black- 
boards. Such tacks are not found until they have done some damage. 
Besides, Carpet Erasers, or any other with flat surface, merely brush the 
crayon down to the crayon-ledge, and thence to the floor, whence it is con- 
stantly rising and permeating the air of the school-room. For this reason 
Dustless Erasers are now almost uni^-ersally used, their peculiarity being 
that they are composed of ridges of felt with spaces between into which 
the crayon-dust falls and where it remains until shaken out, outside the 
school-room. The latest and decidedly the best is the Sfar, which has all 
the advantages claimed for other dustless erasers, with a peculiar cleansing 
power due to the manner in which the material is attached. C/ieney's Dust- 
less Erasers are similar. Either of the above we furnish at 15 cts. each by 
mail or $1.00 a dozen by express. The School Bulletin Erasers are made of 
the closest and best felt and are 
wonderfully durable, though 
some consider them too hard. 
Price 15 cts. each, $1.50 a 
dozen. 

2. Crayon. — Ordinary White 
Crayon we furnish at 15 cts. a 
box ; special rates on large or- 
ders. Colored Crayon, 75 cts. a 
box. Most schools having good 
blackboards use a harder, dust- 
less crayon. The Alpha has 
had a large sale. We furnish 
it Hard (H) or Medium (M) at 
75 cts. a box. Similar but bet- 
ter is the National, which we 
sell at 50 cts. We hardly dare 
give the price of the Olmstead 
mistless, which is $3.00 a gross. 
Yet some schools use it and 
think it pays. 

3. Blackboard Stencils,— The 
uses of the blackboard may be 
greatly multiplied by the use of 
stencils, which any teacher can 
use to put designs on the board 
equal to those by a skilled ar- 
tist. We have 18 maps, 24x36 
inches, at 10 cts. each ; a set of 
Physiology Charts for $1.00; 
Rolls of Honor at 10 cts., and 
more than 300 miscellaneous 
pictures at 5 cts. each. Send 
stamp for full catalogue. Every 
teacher should use them. 

9 C. W. BARDEEN, Publisher, Syracuse, N. Y.J 




School Bulletin Teachers' Agency. 

Whether this Agency is trustworthy may be judged from the fact that 
it has flUed the foUowing two hundred principalships in New York normal, 
high, and viUage schools, and academies, besides several times as many sub- 
ordinate positions. The numbers in parenthesis show how many times we 
have filled the place. 

Adams, Alexander, Altona, Amenia -Sfem., Amsterdam ^c, Andes, And- 
over, Apulia, Auburn [2, $1,200 and $2,000], Ausable Forks, Baldwinsville [2], 
Bayville, Belfast, Brasher Falls, Brookfield, Cambridge, Canandaigua, 
[Union School, $1,700, Academy, $2,000], Canastota, Canoga, Castile, Cayuga, 
Champlain, Chatham, Chenango Forks, Chittenango [2], Cicero, Ciucinnatus 
Ac. [2], Clayville, Coeymans, Collins Centre [3], Colton, Community Ac, 
Cooper's Plains [2], Crown Point, DeRuji^er, Dolgeville [2], Dresden, De- 
posit, Dundee, Dunkirk, East Bloomfield, East Springfield Ac. [4], East Sjra.- 
cuse, Fasten, Elmira [3], Elmont, Fairfield /S«;i,, Fair Haven, Fayetteville, 
Friendship Ac, Geddes, Ghent, Gilbertsville Ac, Granville, Great Neck, 
Greenville Ac, Hammondsport, Henrietta [2], Heuvelton, Homer, Hudson, 
Ilion, Islip, Ives Sem. [2], Jamesville, Jasper, Keeseville, Kyserike, Lafay- 
ette, Lawrence ville Ac [2], Little Falls, Little Neck, Locke, Lockport, Lodi, 
Lysander [2], MrGrawville, Manlius, Manlius Station, Manns ville, Margaret- 
ville, Maryland, May ville [2], Middletown, Mohav/k, Mooers [3], Moravia, 
Morrisville, Naples, Newark [2], New Berlin, New Paltz, Nichols, North- 
port [2], Ogdensburgh, Onondaga Valley, Ovid, Owego, Painted Post [2], 
Palmer Falls, Palmyra, Phoenix, Pompey ^c. [2], Port Jervis [2], Port Hen- 
ry, Potsdam Normal [$2,800], Poughkeepsie [2], Pulaski [2, Union and 
Academy'], Rensselaerville Ac [2], Richfield Springs [2], Rome [2], St. Johns- 
ville [2], Salamanca, Salem, Sandy Creek [2], Saratoga Springs [5, 3 at $1,000 
and 2 at $1,300], Sauquoit Ac, Savannali, Sidney, Silver Creek, Smithville, 
So. Edmeston, So. NewBerUn, Spencertown, Stamford, Syi'acuse [3], Ticon- 
deroga [2], Tonawanda, Trumansburgh, Tully, llnadiila, Union [2], Wad- 
dington, Walden, Walworth Ac, Warrensburgh, Warsaw, Washingtonville, 
Waterford [2], Watertown [High], Wellsburgh [2], West Troy, Westbury Sta- 
tion [2], Westfield, Westport, Whitehall, Whitestown, Whitney's Point [2], 
Williamstown, Yates Ac. To anyone acquainted with them the rank of 
these schools is even more significant than the number of them. 

Among positions in other States may be mentioned : 

For Men : Vt., Supt. Norwich University ; Pi-incipals at Fairfax and 
Poultney; Ct., Principal at Rowaytovv-n ; N. J., Supt. [$3500], and Principal 
[$2500] High School, Jersey City, Principals at Weehawken, New Provi- 
dence and Paterson, Assistant at East Orange ; Pa., Principals at Oil City [2]. 
Halstead, Hawley, Youngsville, Tobyhanna Mills [2], Sciences at Mansfield 
Normal; N. 6'., Assistant, Niles City, i^'/a.. Principal, Appalachicola ; Ala., 
Methods, Florence State Normal [$1500] ; La., 2 Assistants at New Orleans; 
Ark., Assistant at Searcy; III., Principal Tuscola, Modern Languages at 
Lake Forest ; Ind., President and Music at Coats College, Classics at Prince- 
ton ; Mich., Principal, Michigamme; Ks., Principal, Leavenworth [$2000]; 
Sup't, Abilene; Neb., Math. Peru Normal, High School, Lincoln; DaJc., Supt., 
Yankton [$1500] ; Colo., Principal, Ouray; Wash., Mathematics at Spokane Falls, 
etc. For Women: B. I., Providence Normal [$600]; Ct., South Norwalk 
[$650 and $700], Rowayton, Stamford, Hartford, Thomsonville ; N. J., East 
Orange [2 at $600], Paterson; Pa., Youngsville, Hawley. Oil City, [$630], 
Tidioute ; N. C, Charlotte, Henderson ; S. C, Laurens. Pickens; Ala., Flor- 
ence Normal [$900], College [$600], Marion Normal, Eufaula, Birmingham 
[$800]; Texas, Rockdale; Kt/., Hardinsburg, Shelbyville ; O., Youngstown 
[$700] ; Mich., Ishpenning [$700], Iron Mountain [4], Pequamming ; la., Des 
Moines [$1500], Marshalltown [$600 and $1000] ; J/o., Bolivar; Colo., Fort 
CoUins [$700], Ouray [2 at $750], Colorado Springs [$810]; Minn., Moorhead 
Normal [$1200], St. Peter [$600 and $750] ; Dak., Great Forks [$850]; Cal.^ 
Napa [$900], San Jose ; Wash., Tacoma [$700], etc. 

If you want a better position, xchy not apply to this Agency ? 

C. W. BARDEEN, Manager, Syracuse, N. Y. 



LIBRARY OF CONGRESS 



021 762 735 7 



